3D Games Art & Design BA (Hons)
About the course
You study your first year in the 3D Games Art & Design degree in common with students on the 3D Animation and Modelling and 2D Animation and Character for Digital Media. Whilst still focusing on your chosen digital degree study you will experience high levels and intensive engagement with the latest software and animation techniques. First year study also concentrates on essential skills needed throughout your degree study such as design of character, narrative and drawing. Animation and games histories will add context to your study. As you gain experience in your chosen area of study during this year, you have the opportunity to switch to either of the other two degree routes.
In order to answer the question what makes games fun to play? your second year will explore game narrative and interactivity. Teamwork is very important in this industry and you are given the opportunity to work in groups to create game levels in an existing games engine and genre. Shader creation and scripting are covered alongside the technological restrictions of real time rendering.
Games art underpins all game development. You are taken through the conceptual research, artwork and design for your major project- creating assets - teams create a level and its characters and assets from scratch. Equipped with a showreel games art students are equipped to gain employment in this exciting area.
Why choose this course?
- The 3D Games Art & Design degree is the study of games art rather than games programming.
- The degree explores digital modelling of characters and environments, and develops animation as well as shader techniques and level creation.
- You will be taught to create optimised geometry and textures and apply them to PC game engines, gaining an understanding of the technological restrictions of real-time 3D graphics.
- The degree examines sound tracks and creating sound effects.
- You will explore games and gaming trends, looking at scenarios for PCs, consoles and interactive TV.
- Find out for yourself and watch our video!
- Watch our Showreel to see the great work of our students.
280 points from GCE A Levels (or equivalent) including a qualification in an art-related subject plus GCSE Maths at a grade D or above and English Language at grade C or above; Key Skills are accepted as equivalent. Selection is based on a portfolio interview, after which you may be required to complete a Foundation Year or Foundation Diploma before progressing to the degree course.
The University also accepts a number of other equivalent qualifications including BTEC, IB and Access courses – to find out more about the requirements for these and other equivalent qualifications please go to: http://www.ucas.com/how-it-all-works/explore-your-options/entry-requirements/tariff-tables
Our offer for the International Baccalaureate (IB) is made outside of the UCAS Tariff and is calculated by dividing our tariff point offer by 10 i.e. 280 UCAS points equals 28 IB points.
- Full Time, 3 Years
- Sandwich, 4 Years
- University of Hertfordshire, Hatfield
Employment opportunities include computer animation companies, work with games, TV and film special effects companies. Our graduates work and freelance with some of the worlds best known production and post production houses.
The course uses mixed teaching methods but the majority of undergraduate time is spent on project work and software and art-based workshops and lectures.
The Digital Animation courses are assessed through project work both individually and group; there is also a contextual element that requires submitted essay, and there are regular assessed presentations and professional juries.
Placements are a valuable means of establishing industrial contacts and gaining an insight into the commercial reality of a chosen discipline. We have a long history of students working with industry supplementing the taught university curriculum with real life on the job experience.
This has seen students working right across the creative industries sector: in graphic, product and interior design consultancies, working as artist in residence in galleries, producing props and sets for the film and TV industry, shadowing teachers in education, working with commercial photographers through to students working right across the Music industry.
We expect students interested in obtaining a work placement; to be proactive, to self-initiate this interest and to communicate and work with programme staff in their identification of companies and organisations that are able to provide the appropriate range of experiences and opportunities.
We value the opportunity and benefits of the placement experience highly and as such, we encourage all students to consider obtaining a placement as part of their course. However, we recognise that this may not be a viable option for a number of reasons. In addition, we are not able to guarantee that all students will undertake a work placement as part of their studies.
Skillset Media Academy
Animated Thinking: histories, theories, contexts
Understanding how animation, in its many forms and contexts, works to communicate stories, spectacle, ideas, and feelings, is crucial to effective creative practice within the field. Animated Thinking extends knowledge and understanding of the position of animation as a fundamental aspect of contemporary culture. It approaches this through a mapping of animation and related media histories, traditions and processes, and an exploration of its role in the emergence of the modern world. Focusing on theories drawn from film, art, communication and cultural studies, and applying these to specific and varied examples of animated practice, the module enables students to develop informed and systematic approaches to analytical thinking, together with an ability to communicate critical responses clearly and accurately in a variety of forms. The module is structured around a core series of lectures and seminars, with assessment based on the demonstration of skills in enquiry, information handling, analysis, and argument.
CG Practices and Techniques
This module introduces and develops an understanding of the underlying concepts of computer animation both 3D and 2D. It addresses particular aspects of digital animation in both practical and knowledge based domains.
Creativity, Concept and Story
Effective communication in the digital animation industries requires an understanding of factors such as narrative construction, composition, colour and character and environment design. This understanding is developed during the module via practical activities that focus on skills of creativity, observation and expression across a range of visual media. These practical skills are used in the creation of concept artwork and short visual narratives that inform, entertain and communicate ideas. The whole process is underpinned by the development of research skills and an awareness of the importance of research into visual and aesthetic traditions, practitioners and audiences.
This module provides students with an introduction to a variety of two and three dimensional digital and traditional art techniques that are relevant to the animation, games and visual effects fields. It helps students to develop an understanding of a range of digital and traditional image generation techniques via lectures and practical workshop-based activities. The module teaches the students to work creatively and imaginatively while providing the technical training required to create their work. The students learn to apply concepts such as composition, proportion, anatomy, perspective and colour theory to their art, whether it is static or animated, traditional or digital. The students are also taught how to analyse the world around them visually in order to create work based on it successfully.
Time based digital media technologies and compositing are explored and applied to practical outcomes in the field of animation, games art and visual effects. Film practices such as editing and sound are engaged with, both theoretically and practically, within the context of narrative ideas. Students will gain an understanding of group dynamics, collaboration and organisational strategies required to enable them to function in a professional working environment. This module extends the student experience of digital animation and includes film, animation, visual effects and game showings from an historical perspective that could inform current digital practices.
Advanced Specialisms for Games
This module is concerned with advanced asset creation. Students learn some of the more detailed areas of modelling, texturing, lighting, and getting assets into the games engine for interactive world creation. The students may also pursue interests in animation or the more technical aspects of the discipline such as rigging and coding. This module mixes aesthetic art skills with the technical issues of real time content.
This module offers a period of sustained practice which consolidates and extends digital animation, visual effects and games art skills established and developed earlier in the course. It enables the student to see through the production cycle of a whole group project, or projects which may be used as part of locating or pinpointing their employment or professional aspirations. The project will usually be within a large group and could be a live project in collaboration with third-parties, work experience, faculty projects or combined projects with students on other years or on other programmes. The experience gained is then used to pinpoint and enter into a planning cycle for a potential small group project. This is a pre-production cycle in smaller groups that could be preparation for level 6 studies or used as a stand-alone pre-production unit. Use of live action footage as reference may be an important part of both projects which should also include attention to sound design. The use of motion capture should be considered for Games Art and Visual Effects. Anatomy studies accompanies this module, alongside film, games, and animation showings, and discussions and debates around digital issues inform and accompany this module.
The module explores and develops the student's understanding of the design and pre-production processes that are common to the videogames industry. It considers what makes a game successful, both as an interactive experience and an aesthetic one. It provides the students with a language of dialogue with which to analyse and assess games, particularly in regard to the use of film languages and cinematography within games. The module looks at existing games and analyses their design and gameplay in order to help prepare students for the creation of their own game concepts including character design and colour design. Students will present these concepts in a games design document in which they outline the content, gameplay, environment, storyline and characters of their proposed videogame. The visual aspect of the design process will follow traditional thinking about character and environment, with a grounding in colour studies used to underpin these areas.
Interactivity and Professional Practices for Games
Interactive gameplay and level creation are engaged with in this module. This involves scripting directly in the game engine and building levels as a group activity. This is a complex activity and will be supported by lectures and workshops. Students will usually work in groups. Employment preparation and issues and studio practices will also be engaged with in this module in preparation for Level 6.
Moving Visions: perspectives on digital animation
Building on learning in the Animated Thinking module at Level 4, Moving Visions further develops knowledge and critical understanding of the contemporary uses of animated forms. Requiring students to identify their own areas of critical interest in relation to both the long traditions and contemporary contexts of the discipline area, the module is crucial as an introduction to the kind of ‘open’ critical enquiry that will characterise Level 6 contextual study. A core series of ‘catalyst’ lectures and seminars introduces new critical, theoretical and contextual ideas, while supporting students in a reflective exploration of both the broad field of animation and their specific practices of 2D, 3D, Games Art or Visual Effects. Undertaking a detailed survey of traditions, locations, and perspectives, students define a topic of study, formulate a research question or title, and carry out a carefully documented enquiry leading to the submission of an ‘essay’-style outcome in an appropriate form.
Professional Work Experience 30: Screen
Students may identify a work experience opportunity or have a work experience suggested to them. Before starting students meet with the Programme Leader or their nominated tutor, to discuss the impending placement. All aspects of the intended experience are addressed from health and safety to client confidentiality and students are given guidance on behaviour and how to manage expectations. Proposals need to identify an outline work programme, the number of days in placement and the main learning outcomes; and are subject to agreement of the Programme Leader.
Fees & funding
Other financial support
Living costs / accommodation
The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.
Key course information
- Institution code: H36
- UCAS code: W280 3D Games Art & Design
- Course code: CTDANM
- Course length:
- Full Time, 3 Years
- Sandwich, 4 Years