University of Plymouth Academic Partnerships Truro ...€¦ · Truro and Penwith College, FdA Computer Games Design and Production, Programme Quality Handbook 2018-19 Last saved:

Truro and Penwith College, FdA Computer Games Design and Production, Programme Quality Handbook 2018-19 Last saved: July 2018

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University of Plymouth Academic Partnerships

Truro & Penwith College

Programme Quality Handbook for

FdA Computer Games Design and Production

2018 – 19

Truro and Penwith College, FdA Computer Games Design and Production, Programme Quality Handbook 2018-19 Last saved: July 2018

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Contents 1. Welcome and Introduction to FdA Computer Games Design and Production .......................... 3

2. Programme Specification .......................................................................................................... 5

3. Definitive Module Records for FdA Computer Games Design and Production ....................... 25

Truro and Penwith College, FdA Computer Games and Design Production, Programme Quality Handbook 2018-19 Last saved: September 2016

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1. Welcome and Introduction to FdA Computer Games Design and Production

Truro and Penwith College has created at the Penwith campus a healthy and attractive programme at level 3 developing skills and techniques in computer games and your programme at Foundation degree level represents the next stage of this development. This area of study has been the focus of resource investment at this brand new college. The college has also developed an interesting staffing base, both from existing staff but also appointing new members who have considerable expertise in this field. This programme is intended to develop a range of design skills and understandings of digital 2D and 3D creation for computer games applications. It builds in the first stage a set of essential skills and explores specific digital techniques such as simple coding and the use of animation. It also develops an understanding of the range and scope of this part of the media industries, and develops a contextual understanding of the role of computer games in contemporary culture. The second stage develops critical evaluation of techniques and creative design practice, especially exploring the concept of multi-platform production. You will examine contemporary and professional issues, and your studies culminate in a final major product. The aim of this proposal is to develop a programme that allows for employment potential on completion of the Foundation Degree. It has a vocational pathway which encompasses self-employment as well as working for games design companies, but also incorporates the understanding of 2D and 3D digital production which could be used in a wide range of design and visualisation settings. This programme is a part of the plan to build this important area of work which has particular vocational connections in the Penzance area, being the hub of a number of small and medium sized enterprises all working in the digital environment. This programme has been jointly developed with help from University of Plymouth, most particularly from the Faculty of Arts, and indeed once you have successfully completed your FdA you can progress to the BA Digital Art and Technology at Plymouth. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including:

The approved programme specification

Module records

Truro and Penwith College, FdA Computer Games and Design Production, Programme Quality Handbook 2018-19 Last saved: July 2018

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Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle).

https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook


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2. Programme Specification

Awarding Institution: University of Plymouth Teaching Institution: Truro and Penwith College Accrediting Body: N/A Final Award: FdA Intermediate Awards: Certificate of Higher Education Programme Title: FdA Computer Games Design and Production

UCAS Code: I620 at institution T85 JACS Code: I620 at institution T85 Benchmarks: Informed by the subject benchmarks for Communication,

Media, Film and Cultural Studies

Date of Approval: February 2013

Admissions Criteria:

Qualification(s) Required for Entry to the FdA

Comments

Candidates must have at Level 2:

At Level 2

Key Skills requirement Pass in Communications and Numeracy

and/or

GCSEs required at Grade C and above English, Maths and a Science

Plus at least one of the following Level 3 qualifications:

A Levels required: A minimum of 60 points at A2 normally in an appropriate subject (Arts, Computing, IT, Design)

Advanced Level Diploma Pass in related programme

BTEC National Certificate/Diploma MMP - normally in an appropriate subject

HNC Pass normally in an appropriate subject

VDA: AGNVQ, AVCE, AVS Pass required normally in an appropriate subject

Access to HE or Year 0 provision Pass

International Baccalaureate 16 points

Irish/Scottish Highers/Advanced Highers Grade D - 33/72 points respectively - All subjects accepted but arts related work preferred

Work Experience Normally students will have relevant experience for example in computing, web design, animation, art


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Other non-standard awards or experiences

Normally students will have relevant experience for example in computing, web design, animation, art

APEL/APCL possibilities Add Academic Regs link)

Reviewed on an individual basis University of Plymouth regulations apply

Interview/portfolio requirements Normally all students will be interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required

No

Aims of the Programme:

The programme is intended: 1. To develop a knowledge and understanding of the principles and techniques of

computer games development and to communicate these principles in a manner

appropriate to the programme of study.

2. To develop the ability to demonstrate skills in a range of practical digital design and

production techniques related to games analysis as well as the ability to use this

information to create and produce digital products.

3. To develop the ability to appreciate and apply knowledge of an interdisciplinary

approach in advancing knowledge and understanding of the processes and

mechanisms of games design and ludology.

4. To develop the ability to communicate effectively within a team and to a variety of

audiences using a range of formats and approaches, and to apply knowledge in a

range of practical applications.

Programme Intended Learning Outcomes (LO):

By the end of this programme the student will be able:

1. To analytically discuss key aspects of computer games and their development to

demonstrate a breadth of knowledge and understanding.

2. To analyse and evaluate recent developments in computer games, reflecting the

contextual understanding of media production.

https://www.plymouth.ac.uk/uploads/production/document/path/1/1878/Accreditation_of_Prior_Learning_1516.pdf


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3. To analyse and evaluate the use and application of digital design technologies in

a range of contexts applying relevant advanced techniques.

4. To demonstrate design skills in practical situations using a range of appropriate

techniques and equipment.

5. To demonstrate skills related to clients and briefs looking at a range of

applications in varied contexts.

6. To analyse the social and cultural role of computer games.

7. To demonstrate competencies to meet the needs of employers within the digital

industries sector.

8. To evaluate and demonstrate learning and communication skills relevant to

employment within the digital industries sector.

Brief Description of the Programme

This programme is intended to develop a range of design skills and understandings of digital 2 and 3D creation for computer games applications. It builds in the first stage a set of essential skills and explores specific digital techniques such as simple coding and the use of animation. It also develops an understanding of the range and scope of this part of the media industries, and develops a contextual understanding of the role of computer games in contemporary culture. The second stage develops critical evaluation of techniques and creative design practice, especially exploring the concept of multi-platform production. Students examine contemporary and professional issues, and their studies culminate in a final major product.


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Programme Structure and Pathways

Programme Structure: FdA Computer Games Design and Production College: Truro and Penwith College Year: 2016/17 Course Code: 4596 Full/Part Time: Full time

Year 1 Module Code Level Credits Semester Type 3D Practice

TRUR1127

4 20 1 Core

Creative Coding

TRUR1128

4 20 1 Core

Professional Reflective Practice for the Media Industries

TRUR1129

4 20 AY Core

Digital Cultures TRUR1130

4 20 AY Core

2D Design and Game Production

TRUR1131

4 20 2 Core

Animation and Character Modelling

TRUR1132

4 20 2 Core

Year 2 Module Code Level Credits Semester Type 3D Design and Game Production

TRUR2123

5 20 AY Core

Advanced Professional Practice

TRUR2124

5 20 2 Core

Emergent Voices in Contemporary Games Design

TRUR2125

5 20 2 Core

Imagined Worlds TRUR2170

5 20 AY Core

Final Major Project TRUR2122

5 40 AY Core

Total number of credits at Level 4 are 120 Total of credits at Level 5 are 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits.


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Programme Structure: FdA Computer Games Design and Production College: Truro and Penwith College Year: 2016/17 Course Code: 4775 Full/Part Time: Indicative Part time

Year 1 Module Code Level Credits Semester Type 3D Practice

TRUR1127

4 20 1 Core

Creative Coding

TRUR1128

4 20 1 Core

Professional Reflective Practice for the media Industries

TRUR1129

4 20 AY Core

Digital Cultures TRUR1130

4 20 AY Core

Year 2 Module Code Level Credits Semester Type 2D Design and Game Production

TRUR1131

4 20 2 Core

Animation and Character Modelling

TRUR1132

4 20 2 Core

3D Design and Game Production

TRUR2123

5 20 1 Core

Advanced Professional Practice

TRUR2124

5 20 1 Core

Year 3 Module Code Level Credits Semester Type Emergent Voices in Contemporary Games Design

TRUR2125

5 20 AY Core

Imagined Worlds

TRUR2170 5 20 2 Core

Final Major Project TRUR2122

5 40 AY Core

Total number of credits at Level 4 are 120 Total number of credits at Level 5 are 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits.


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Progression Route(s)

On successful completion of the Foundation degree students will be able to progress to the Stage Three of Digital Arts and Technology at University of Plymouth. This programme has both a BA and BSc award, dependant on the nature of the work which students undertake during their final year of study. Progression will be discussed and agreed by the Programme Leader and University staff from Digital Arts and Technology before deciding upon the award to which students may progress. These discussions will take place during milestone tutorials at the end of the first year of study and early in the second stage of the foundation degree programme.

Any Exceptions to University of Plymouth Regulations

None


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Work placement and Work based learning Higher education programmes continually develop learning, teaching and assessment strategies

that promote activities relevant to student career aspirations and employment opportunities. The

embedding of employability ensures that students leave their programmes ready to take on the

challenges of employment in the twenty first century with the professional, personal and practical

skills outlined in our Employability Statement.

Work-based learning enables learners to take on appropriate role(s) within a work related context, giving them the opportunity to learn and apply skills and knowledge they have acquired through their programme. Work-based learning can be achieved through many forms, including full-time or part-time work, integrated work placements, real work environments and real life scenarios. Work-placement is a period of time working with an employer in a commercial/voluntary sector that is assessed as part of your programme. Every Foundation Degree programme will contain some form of assessment that is linked to a

period of work-placement or work-based learning. Some courses will contain the assessed work in

year 1, some in year 2 and some will be assessed in year 2 following a placement period during

year 1 (or in the summer break between year 1 and year 2). You should confirm with your tutor

when the placement period will be for your student group so that you can find a relevant placement.

Normally we recommend that 20 days will provide the best opportunity to engage with the

employer, understand working practice and demonstrate your value in a way that will generate a

positive reference for the future. Assessments normally require a minimum period of 10 days. This

may be a 2-week block, a weekly one-day placement or a mixture of opportunities negotiated

between your tutor and the employer.

Placements must be agreed with your tutor along with the relevant information regarding insurance,

a mentor and all the relevant paperwork before you can attend. For a variety of reasons, some

sectors don’t conform to normal working practice and in these cases, your course manager may

choose to develop simulated work-placements within the college, work shadowing or exercises that

link directly to self-employment.

Any student who works in an environment where they engage with children or vulnerable adults is required to provide an enhanced Disclosure and Barring Service (DBS) record with no entries (formally Criminal Records Bureau [CRB]). Students are expected to cover the cost of this process and should have provided evidence at interview or enrolment. Foundation Degree students who are unable to provide an enhanced DBS record free from convictions or cautions could be at risk of being unable to complete the assessment on their programme which could mean withdrawal from or interruption of their studies. If a student is aware that they will have entries on their DBS record they should raise this immediately with their tutor so that appropriate advice can be provided. All sport and health, education and social science students will need to provide a DBS record before they can take part in some components of their programme. Students on other courses will be advised by their module leader based on their choice of placement.

Students must also be aware that should any material information or circumstances change that

could influence their DBS status following the offer of a place, or at any time once enrolled on a

programme, it is their responsibility to make their Programme Lead aware of any change. Changes

to circumstances will be considered in confidence and Programme Leads will work with students to

minimise the impact on their studies.


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Teaching Methods and Assessments

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

the major theories of media analysis, design and production and an awareness of a variety of ideas, contexts and frameworks

the wider social and environmental implications of digital media production and is able to debate issues in relation to more general ethical perspectives

an understanding of the significance of the works of other practitioners

A knowledge of the environment of media production

A knowledge of the methods, practices and conceptual framework of digital games production

Primary

Lectures and tutorials

Directed independent study

Learning from work experience Secondary

Case studies

Problem-solving exercises

NB: Benchmark References Communication, Media, Film and Cultural Studies

Assessment Essays/projects/dissertations Presentations Reflective journals/sketch books

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

By the end of the programme the student will be able to:

Demonstrate problem solving and research skills

The ability to analyse and evaluate texts, concepts or cultural or production practices taking account of societal, and/or theoretical contexts

The ability to contextualise the analysis of information and formulate independent judgements, and articulate reasoned arguments

The ability to reflect on new

Primary

Tutorial/seminar discussions

Class exercises and simulations

Feedback via coursework assessment process (essays etc)

Practical design tasks and problem solving

Secondary For example:

Workshop sessions

Reading reviews


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knowledge and understandings related to the key developments in current and emerging media and technologies

Work related experience


Assessment Essays/projects/dissertations Coursework and projects on practical tasks and problems

C: Key Transferable Skills Learning and Teaching Strategy/Method


interact effectively within a team / learning group

the confidence and ability to liaise effectively with professional practitioners, individuals and organisations

the ability to conduct planning and organising, and to employ time management skills

the ability to demonstrate independent thinking, to take on responsibility and decision-making

awareness of appropriate codes of practice in the professional context

a capacity to initiate, innovate and complete productions in professional arenas

a capacity for reflection on own and others' performance against agreed criteria utilising PDP processes

a capacity for clear and fluent expression in a variety of contexts

Primary

Library and other research exercises

Group work awareness and practice

Reflective practice

Secondary

Class and seminar interactions and feedback


Assessment Presentations Reflective journals/sketch books Coursework/project work


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D: Employment Related Skills Learning and Teaching Strategy/Method


The ability to select, test and make appropriate use of skills in the use of a range of technology systems for accessing data, resources, contacts and literature, and for designing and producing digital products

The ability to develop ideas creatively through to material outcomes, for example images, artefacts, products, systems and processes, or texts

The ability to work and negotiate with others, peers, professionals and clients

The ability to anticipate and accommodate change

The ability to reflect upon personal strengths and needs

The ability to use oral, visual and written communicative skills appropriate to a range of situations and contexts, including public display

an understanding of the requirements of professional practice and standards within digiatl industries

Primary Practical works and projects. Secondary

Reflective seminar/discussion sessions

E: Practical Skills Learning and Teaching Strategy/Method


the ability to select, use and understand appropriate equipment in an effective and creative manner, in accordance with good professional practice and applied to a variety of situations and contexts

the ability to systematically plan, organise, monitor and present work to an audience/client in a coherent and professional manner

the ability to complete an appropriate ‘portfolio’ of work using 2 and 3 D digiatl techniques and applications

The ability to use oral, visual and

Projects

Designated tasks

Lectures and tutorials

Learning from work


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written communicative skills appropriate to a range of situations and contexts, including public display.


Assessment Presentations Reflective journals/sketch books Coursework/project work

Distinctive Features of the Foundation Degree

This programme has been developed with a contemporary awareness of the field of games design and production incorporating a range of software and approaches that are both industry standard, independent and open source. This will empower students to seek employment in an industry which is moving rapidly in both increasingly commercial and smaller scale entrepreneurial independent directions.

The programme, whilst emphasising the end product of the digital game, takes students through the entire pipeline of game creation, from inception to concept to actualisation and evaluation. Students will develop an acute understanding of contemporary markets and will learn how to best position themselves and their products in this and other dynamic creative industries.

With the ever expanding platforms available to the games designer, the programme will explore and encourage students to investigate the exponentially expanding range of opportunities for the monetisation of their products and skills.

The programme develops students who possess a range of creative and technical skills in 2D and 3D design and production, transferable across a wide spectrum of employment within digital industries.

Takes a dynamic and progressive stance towards contemporary theoretical positions, developing the notion of convergence between established and emergent approaches to perspectives on the creative arts, providing a solid framework for higher academic study.

Truro and Penwith College, FdA Computer Games and Design Production, Programme Quality Handbook 2018-19 Page 16 of 75

Learning Outcomes Maps for FdSc Computer Games Design and Production at HE Levels 4 and 5


Learning Outcomes Map Level 4


Graduate Attributes and Skills


Core Programme Intended Learning Outcomes

Programme Aim

Programme Learning Outcome

Related Core Modules


1. Knowledge/ Understanding Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:

the major theories of media analysis, design and production and an awareness of a variety of ideas, contexts and frameworks





1

1 2 6

TRUR1127 TRUR1128 TRUR1130 TRUR1131 TRUR1132


Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:


The ability to analyse and evaluate texts, concepts or cultural or production practices taking account of societal, and/or theoretical contexts

The ability to contextualise the analysis of information and formulate independent judgements, and articulate reasoned arguments

The ability to reflect on new knowledge and understandings related to the key developments in current and emerging media and technologies

2 3 4

1 2 3 6

TRUR1129 TRUR1130


Key / Transferable Skills (generic) Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to:









4

3 4 5



Employment-related skills Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular to:

The ability to select, test and make appropriate use of skills in the use of a range of technology systems for accessing data, resources, contacts and literature, and for designing and producing digital products

The ability to develop ideas creatively through to material outcomes, for example images, artefacts, products, systems and processes, or texts

The ability to work and negotiate with others, peers, professionals and clients

The ability to anticipate and accommodate change

The ability to reflect upon personal strengths and needs.

The ability to use oral, visual and written communicative skills appropriate to a range of situations and contexts, including public display


2 3 4

3 7 8



Practical Skills (subject specific)



the ability to complete an appropriate ‘portfolio’ of work using 2 and 3 D digital techniques and applications

The ability to use oral, visual and written communicative skills appropriate to a range of situations and contexts, including public display.

2 4

3 7 8

TRUR1127 TRUR1128 TRUR1131 TRUR1132


Foundation Degree Intended Learning Outcomes Map Level 5

Graduate Attributes and Skills

Core Programme Intended Learning Outcomes

Programme Aim Programme Learning Outcome

Related Core Modules

1. Knowledge/ Understanding Knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. In particular:

the major theories of media analysis, design and production and an awareness of a variety of ideas and contexts in digital media





1

1 2 6

TRUR2123 TRUR2125 TRUR2170


2. Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular:


The ability to analyse and evaluate texts, concepts or cultural or production practices taking account of societal, and/or theoretical contexts;

The ability to contextualise the analysis of information and formulate independent judgements, and articulate reasoned arguments.

The ability to reflect on new knowledge and understandings related to the key developments in current and emerging media and technologies.

2 3 4

1 2 3 6



3. Key / Transferable Skills (generic) Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. In particular:









4

3 4 5



4. Employment-related skills Students will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular:

The ability to select, test and make appropriate use of skills in the use of a range of technology systems for accessing data, resources, contacts and literature, and for designing and producing digital products;

The ability to develop ideas creatively through to material outcomes, for example images, artefacts, products, systems and processes, or texts.

The ability to work and negotiate with others, peers, professionals and clients.

The ability to anticipate and accommodate change,

The ability to reflect upon personal strengths and needs.

The ability to use oral, visual and written communicative skills appropriate to a range of situations and contexts, including publicdisplay


2 3 4

3 7 8



Practical Skills (subject specific)



the ability to complete an appropriate ‘portfolio’ of work using 2 and 3 D digiatl techniques and applications

The ability to use oral, visual and written communicative skills appropriate to a range of situations and contexts, including public display.

2 4

3 7 8

TRUR2122 TRUR2123 TRUR2170

UNIVERSITY OF PLYMOUTH MODULE RECORD

Truro and Penwith College, FdA Computer Games and Design Production, Programme Quality Handbook 2018-19

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3. Definitive Module Records for FdA Computer Games Design and Production

Definitive Module Records for HNC Computer Games Design and Production

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TRUR1127 MODULE TITLE: 3D Practice

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: I620

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will introduce and develop the key principles and techniques required to produce detailed and fully realised 3D models. Students will learn how to plan, compose, shade and render a number of complex forms and figures. Solid 3D skills underpin much of the Games industry and you will understand the expectations and limits which this discipline requires.

ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)

WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

xx% C1 100% P1 xx% or Pass/Fail

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked:

Professional body minimum pass mark requirement:

MODULE AIMS:

To develop an understanding of the uses and application of 3D in a practical context

To develop a range of 3D modelling skills utilising standard industry practice

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Understand a range of 3D production techniques 2. Utilise a range of techniques in the production of 3D models 3. Produce a series of developmental plans to facilitate the production of a 3D model

Produce an original, complex 3D model following standard industry practice

DATE OF APPROVAL: xx/02/2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: xx/09/2013 SCHOOL/PARTNER: Truro & Penwith College



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DATE(S) OF APPROVED CHANGE: N/A TERM: Autumn



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Additional notes (for office use only):

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf


http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx


http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010


http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx




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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 121

MODULE LEADER: Armando Garcia OTHER MODULE STAFF:

Summary of Module Content

Application of 3D - The uses of 3D practice in the Games and Creative Industries

3D Theory – Use of 3D space and the theory of representing digital 3D graphics

3D Software – Learn how to configure and navigate 3D (3Ds Max, autodesk, VRay)

3D Modelling techniques –3D Texturing –Virtual Lighting and Cameras – Applying virtual lights and cameras to achieve realism

Rendering – The use and application of different rendering engines

Evaluation –Use range of techniques to gather feedback and reflect on own practice

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught)

Scheduled Activities Hours Comments/Additional Information

Lecture 15

Seminar 25

Tutorial 5

Project Supervision 10

Demonstration

Practical Classes & Workshops

Supervised Time in Studio/Workshop

Fieldwork

External Visits 10

Work Based Learning 10

Guided Independent Study 125

Other

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)



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SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TRUR1128 MODULE TITLE: Creative Coding



SHORT MODULE DESCRIPTOR: Creative Coding aims to take a considered and technical introductory approach to the uses of coding in contemporary media forms. Initially working with a number of programming languages students will learn the basics of programming and the approaches used by industry developers to produce the mechanics behind the graphics.







SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdA Computer Games Design and Production


MODULE AIMS:

To explore the applications and use of programming in the production of interactive media products

To develop a practical understanding of programming and software development

To enable students to produce reusable modular code

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the different types of programming languages and

platforms that are used to create 2. Write code for a range of sample programs that will provide interactivity to a visual

platform 3. Formally design modular code that could be used in an interactive media product 4. Develop and test elements of modular code that could be used in an interactive media

product

DATE OF APPROVAL: 12/02/2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 20/09/2013 SCHOOL/PARTNER: Truro & Penwith College




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MODULE LEADER: David Atkinson-Beaumont

OTHER MODULE STAFF:


Uses of programming in interactive media: games, web, software applications, mobile apps

Applying code: types of programming languages, scripting, code syntax, IDEs, testing methodologies

Understanding programming concepts: program structures, loops, variables, data types, classes, objects, instances, inheritance, logical and conditional operators, APIs

Designing Code: software development lifecycles, flowcharts, action charts, Class Diagrams, pseudo code

Developing Code: using an IDE, debugging



Lecture 15

Seminar 5

Tutorial 5


Demonstration

Practical Classes & Workshops 20


Fieldwork

External Visits 10



Other




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MODULE CODE: TRUR1178 MODULE TITLE: Professional Reflective Practice for the Media Industries



SHORT MODULE DESCRIPTOR: As practitioners in the creative arts it is essential that you are aware of your own skills and developmental needs. This module takes a reflective approach to individual practice and identifies goals and targets for the coming programme. You will identify areas of strength but also areas you wish to develop. This module is linked to the PDP process.




xx% C1 50% P1 50%





MODULE AIMS:

To enable students to identify the requirements for working in the digital sector.

To encourage personal development and promotional materials for working in the digital sector.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the processes and procedures which must be followed when working in the digital sector. 2. Demonstrate an understanding of creating promotional materials.


DATE OF IMPLEMENTATION: 20/09/2013 SCHOOL/PARTNER: Truro & Penwith



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College

DATE(S) OF APPROVED CHANGE: N/A TERM: AY


Additional Guidance for Learning Outcomes: To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
















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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.


MODULE LEADER: Annie Rhodes OTHER MODULE STAFF:

Summary of Module Content A series of technical skills workshops to include:

Architectural modelling

Low Polygon modelling with alpha maps

Texture Photography

Unwrapping UVW textures

3D painting in Photoshop 3D sculpting in Mudbox

Asset pipelining The fundamentals of sound for games

2D sprites and rigging Optimising bitmaps for vectors in 2D



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10


Simulated self-employment or operation as a sole trader


Other


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Coursework C1

Business Plan 100%

LO 1: research and investigate the processes and procedures which must be carried out when planning to work in the digital sector; complete a business plan which outlines the necessary steps that must be followed

Practice P1

Promotional materials

100%

LO2: create a website which promotes your new business venture. It will contain all of the relevant details you need to solicit work. Including a CV and examples of your work.

Updated by: A Garcia Date: September 2018

Approved by: Andrew Smart Date: September 2018

Recommended Texts and Sources:

Houston, Ben, Lisa Sword, and H. M Williams. How To Run A Limited Company. 1st ed. London: Lawpack, 2011. Print.

McHarry, Sarah. Wordpress To Go. 1st ed. Print.

Silver, April Hodge. Wordpress 3 Complete. 1st ed. Birmingham, UK: Packt Pub., 2011. Print.

Smith, R (2015), I Can Start Your Business. CreateSpace Independent Publishing Platform. London


MODULE CODE: TRUR1130 MODULE TITLE: Digital Cultures



SHORT MODULE DESCRIPTOR: Contemporary and emergent digital media forms are fast shaping and defining our interaction and comprehension of the world. This theoretical module will aim to make sense of the convergent and ever-branching media forms which we consume and produce. Through lectures and seminar sessions you will identify a particular area of interest and will create a report which critically addresses the role of modern digital forms in shaping and making sense of culture and society.







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MODULE AIMS:

To develop an understanding of the place of computer games within contemporary media theory

To develop an understanding of forms of cultural analysis applied to digital games

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Conduct analysis upon computer games, making reference to the technical, social and

cultural context in which they have been developed 2. Demonstrate an understanding of computer games within a conceptual framework of

media and cultural theory 3. Discuss issues of contemporary culture in relation to computer games



DATE(S) OF APPROVED CHANGE: N/A TERM: AY

Recommended Texts: Interactive Stories and Video Game Art: A Storytelling Framework for Game Design Paperback – 15 Sep 2016 by Chris Solarski Practical Game Design: Learn the art of game design through applicable skills and cutting-edge insights Paperback – 19 Apr 2018 by Adam Kramarzewski (Author), Ennio De Nucci (Author) The Art of The Video Game - Josh Jenisch Animation in Context Paperback – 8 Sep 2016 by Mark Collington (Author)



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Summary of Module Content Economic, social and cultural theory to include for instance:

Marxism, Structuralism, post-modernism

Digital literacy and access

Hypodermic and effects theories

Semiotics



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10



Other


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T1

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Analyses Report Total

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100%



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Practice P1

% %





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MODULE CODE: TRUR1131 MODULE TITLE: 2D Design and Game Production



SHORT MODULE DESCRIPTOR: This module takes a focussed and experiential approach to the investigation, design and production of a contained 2D Game. The emphasis is on creativity and interaction rather than scale and you will examine and address the constraints and creative possibilities in the production of a finished game demo/level utilising industry standard engines for web or mobile.









MODULE AIMS:

To develop an understanding of the principles and practices of game structure

To develop an understanding of 2D games ideas generation

To develop an understanding of the production process of a 2D game level

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 5. Demonstrate an understanding of the structure of a game 6. Create a design for a 2D game 7. Produce a 2D game level with a controllable protagonist, an antagonist and a

collectable item



DATE(S) OF APPROVED CHANGE: N/A TERM: Spring



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Recommended Texts: Game Design Workshop: A Playcentric Approach to Creating Innovative Games, Fourth EditionPaperback – 14 Aug 2018 by Tracy Fullerton (Author) Practical Game Design: Learn the art of game design through applicable skills and cutting-edge insights Paperback – 19 Apr 2018 by Adam Kramarzewski (Author), Ennio De Nucci (Author)











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OTHER MODULE STAFF:


Understanding Games Design and Structure: asset types, code structures, 2D Engines

Designing a 2D Game: stimulus for design, storyline summary, level designs, character designs, class diagrams, storyboards, variable lists, data types, narrative types

Programming for a 2D Game: designing modular code, collision detection, using graphics, using animations, game ready character design, player controls, mouse input, keyboard input, enemy AI systems, basic game physics

Testing: unit and system testing, end user testing, debugging



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10



Other




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T1

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Coursework C1

Game design Document Prototype Total

30%

70% 100

Practice P1

% %





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MODULE CODE: TRUR1132 MODULE TITLE: Animation and Character Modelling


PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Effective character modelling and animation acts as a significant conduit in the immersion and experience of game play. This module will utilise industry-standard software packages in the production of realistic and fully rigged/animated character forms. An emphasis will be placed on the study of the human form and its myriad movement and communicative possibilities.









MODULE AIMS:

To develop an understand the principles of animation

To develop a working knowledge of the application of 3D digital animation principles

To utilise a range of 3D sculpting techniques in production of 3D game characters

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 8. Utilise 3D modelling techniques to create detailed game characters. 9. Apply industry practice in the creation of a low polygon game character 10. Demonstrate an understanding of 3D Animation techniques. 11. Rig and animate a number of character action cycles following industry practice


DATE OF IMPLEMENTATION: 20/09/2013 SCHOOL/PARTNER: Truro & Penwith



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College




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MODULE LEADER: Armando Garcia OTHER MODULE STAFF:


Principles of 3D digital animation and application of 3D digital animation techniques

Character movement

Rigging and animating character movement.

3D Sculpting techniques – investigating and experimenting with a range of digital sculpting techniques and tools to create a range of representations and effects.

3D Texture extraction – utilising software to extract high resolution textures and applying these to low resolution base meshes.

Re-topologising – utilising techniques to clean topology and refine base meshes for animation purposes.



Lecture 15

Seminar 5

Tutorial 5


Demonstration


Supervised Time in Studio/Workshop 10

Fieldwork

External Visits



Other 200

Total (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)



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Completed character Completed animation Total

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100%

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MODULE CODE: TRUR2122 MODULE TITLE: Final Major Project


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: The final major project represents a significant creative and practical undertaking and will be planned and negotiated with your programme leader. Students have the option of working in 2D or 3D and will produce a fully realised game level or world which focusses on the developing and defining of a unique creative and artistic voice. The opportunity here is for a major portfolio piece either to enter employment in the creative industries or continue with higher education.











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MODULE AIMS:

To develop skills of project organisation, management and execution.

To develop an understanding of working to a brief/client.

To inform and develop creative practice with research and experimentation.

To analyse and evaluate research methods.

To offer an opportunity for negotiated and self-directed learning skills elements

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Exhibit an ability to construct and negotiate a sophisticated personal learning objective. 2. Evaluate, plan, fulfil and present a contract of work, with learning, to an agreed

conclusion. 3. Reflect on expanding personal learning experiences, work independently and meet

deadlines. 4. Demonstrate creative and skilled approaches to the FMP






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MODULE LEADER: D.Atkinson-Beaumont

OTHER MODULE STAFF:


Identification of task, assignment or test piece.

Negotiation of appropriate learning route, timetable and anticipated/planned result.

Project organisation and management.

Research skills and reflective practice.

Client relations.



Lecture 55

Seminar 50

Tutorial


Demonstration 25


Supervised Time in Studio/Workshop 10

Fieldwork

External Visits



Other


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Coursework C1

Initial plans and research (approx. 2000 words) Negotiated body of work (6000 word equivalence)

10%

90%

=100%

LO 1-4 Met through large scale body of negotiated work



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Updated by: D.Atkinson-Beaumont Date: 07/2018

Approved by: A Garcia Date: 08/2018

Recommended Texts and Sources: Williams K Wooliams M Spiro J (2012) Reflective Writing Palgrave Macmillan Clarke M (2007) Verbalising the Visual: Translating Art and Design into Words AVA Publishing Francis P(2013) Inspiring Writing in Art and Design Intellect; Chandler H M (2008) Game Production Handbook 2Rev Ed edition Infinity Science Press; Schnell J (2008) The Art of Game Design: A book of lenses RC Press;



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MODULE CODE: TRUR2123 MODULE TITLE: 3D Games Design and Production



CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module focuses on 3D games design and the gameplay which make for rewarding and immersive play. Learners will analyse existing 3D game products and will experiment with a number of 3D gameplay and design scenarios. This leads into the planning, modelling and building of a working game demo with the focus on originality and ludology.









MODULE AIMS:

To develop an understanding of the factors which contribute to immersive and rewarding 3D gameplay

To apply understanding and skills to creative design approaches for gameplay scenarios and modelling

To develop a reflective approach to personal practice

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:

1. Produce original Game Design Documentation for a 3D game demo referencing successful existing products

2. Creatively design, model, build and code an original 3D game demo. 3. Publish, test and evaluate an original 3D game demo.






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OTHER MODULE STAFF:


Existing products – Evaluate and analyse existing 3D game products, what works and why including narrative structure?

3D game theory – What particular constraints/opportunities does 3D offer the producer/player?

3D game planning – Originate idea for new 3D game demo with design documentation.

3D game construction – Model build and code an original 3D game demo.

Bug testing/troubleshooting – Test, code and model/gameplay integration/experience.

Publish and evaluate product – Self, peer and community evaluation/feedback.



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10



Other


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Coursework C1 3D Game Build

100%

LO 1-3 Met through production of 3D game

Updated by: D Atkinson-Beaumont Date: 07/2018




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Recommended texts and sources;

Ahearn, L. (2006) 3D Game Textures: Create Professional Game Art Using Photoshop,

Oxford: Focal Press

Koster, R. (2005) Theory of Fun for Game Design, Pheonix AZ: Paraglyph Press

Muhammad, A (2016) Mastering Unreal Engine 4, Pittsburgh: Packt.

Rogers, S. (2010) Level Up!: The Guide to Great Video Game Design, Chichester: Wiley

Publishing

Satheesh, PV (2016) Unreal Engine 4 Game Development Essentials, Pittsburgh: Packt.

Stroustrup, B. (2014). Programming: principles and practice using C++. Pearson

Education.

www.autodesk.co.uk

www.students.autodesk.com

www.cgsociety.org

www.eat3d.com

http://unity3d.com/

http://cgcookie.com/unity/

http://www.pixelprospector.com/the-big-list-of-indie-game-development-forums/


MODULE CODE: TRUR2124 MODULE TITLE: Advanced Professional Practice

http://www.autodesk.co.uk/

http://www.students.autodesk.com/

http://www.cgsociety.org/

http://www.eat3d.com/

http://unity3d.com/

http://cgcookie.com/unity/

http://www.pixelprospector.com/the-big-list-of-indie-game-development-forums/



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CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will revisit Professional Reflective Practice for the media Industries, reshaping the focus towards the current creative arts industry professional and commercial practice, especially in relation to sound business practice. Students will assess and identify possible avenues for personal development while investigating the relation between their skills and industry needs.









MODULE AIMS:

To develop an understanding of employment and progression opportunities within the industry and beyond

To ensure a professional understanding of the regulations and practices of the industry

To develop the potential for self-employment and enterprise


1. Analytically and evaluatively explore current developments in digital media industries in order to investigate progression and employment, including academic progression, self-employment and working for others.

2. Demonstrate analytical understanding of how professional requirements impact on good commercial, organisational and business working practices

3. Evaluate personal skills and development in relation to identified developments and opportunities in digital media industries.






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Self-employment, generating quotes, attracting grants & making applications, tax and VAT.

Basic marketing and advertising skills, self-presentation, working with clients.

Legal issues such as copyright law, health and safety legislation, IP.

Keeping skills up to date.

Portfolio building, online presence, professional identity.



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10



Other


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Coursework C1 Professional portfolio

100% LO 1-3 Met through the completion of a professional portfolio

Updated by: Annie Rhodes Date: 07/2018




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Recommended Texts and Sources: Williams K Wooliams M Spiro J (2012) Reflective Writing Palgrave Macmillan Clarke M (2007) Verbalising the Visual: Translating Art and Design into Words AVA Publishing Francis P(2013) Inspiring Writing in Art and Design Intellect; Zichermann G and Cunnigham C (2011) Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps O'Reilly Media; Radoff J (2011) Game On: Energize Your Business with Social Media Games John Wiley & Sons Fields T and Cotton B (2011) Social Game Design: Monetization Methods and Mechanics CRC Press



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MODULE CODE: TRUR2125 MODULE TITLE: Emergent Voices in Contemporary Games Design



CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This theoretical module will focus on the complex and continually evolving form which is the interactive games medium. You will understand and appreciate the development history of interactive games and the divergence of platforms and end user experiences. You will also develop and investigate modern approaches to storytelling, player agency and the place of games and gameplay in a critical framework of art and culture.









MODULE AIMS:

To develop an understanding of the factors which contribute to immersive and rewarding 3D gameplay

To apply understanding and skills to creative design approaches for gameplay scenarios and modelling

To develop a reflective approach to personal practice


1. Produce original Game Design Documentation for a 3D game demo referencing successful existing products

2. Creatively design, model, build and code an original 3D game demo 3. Publish, test and evaluate an original 3D game demo






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Focus on the complex and continually evolving form which is the interactive games medium.

Understand and appreciate the development history of interactive games and the divergence of platforms and end user experiences.

Develop and investigate modern approaches to storytelling, player agency and the place of games and gameplay in a critical framework of art and culture.



Lecture 15

Seminar 25

Tutorial 15


Demonstration



Fieldwork

External Visits

Work Based Learning


Other


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Coursework C1 Essay

100%

LO 1-3 addressed on completion of essay

Updated by: Annie Rhodes Date: 07/2018




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Recommended Texts and Sources: Manovich, L. The Language of new media. Cambridge [MA]: MIT Press Murray, J.H. Hamlet on the holodeck: the future of narrative in cyberspace. New York: T Aarseth, E. “Computer games studies, year one”. Game Studies Vol. 1 (July 2001) Chatfield T (2006) Fun Inc.: Why games are the 21st Century's most serious business Virgin Books

Bissell T (2011) Extra Lives: Why Video Games Matter

Vintage Books; Reprint edition

Bogost I (2010) Persuasive Games: The Expressive Power of Videogames

MIT Press

Bogost I (2008) Unit Operations: An Approach to Videogame Criticism Cambridge MA, MIT Press Juul J (2011) Half-Real: Video Games Between Real Rules and Fictional Worlds Cambridge MA, MIT Press Butler C. (2002) Postmodernism, A Very Short Introduction Oxford: Oxford University Press Strinati, D. (1995) An Introduction to the Theories of Modern Culture. London: Routledge CASSELL, J.; JENKINS, H. “Chess for girls?: feminism and computers games”. In: CASSELL, J.; JENKINS, H., eds. From Barbie to Mortal Kombat: gender and computer games. Cambridge [MA]: MIT Press, 1998. AARSETH, E. Cybertext: perspectives on ergodic literature. Baltimore; London: Johns Hopkins University Press, 1997. "The Video Game Theory Reader" (Routledge, Taylor & Francis Group, Inc., New York, 2003), edited by Mark J.P. Wolf and Bernard Perron. "The Video Game Theory Reader" (Routledge, Taylor & Francis Group, Inc., New York, 2003), edited by Mark J.P. Wolf and Bernard Perron.



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MODULE CODE: TRUR2170 MODULE TITLE: Imagined Worlds



CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Creating believable and immersive digital worlds is not only essential in the games design sphere but also in much of contemporary digital culture. This module tasks you with researching materials for and then creating a detailed digital world which demonstrates an awareness of form and content and pushes the boundaries of the form.








Professional body minimum pass mark requirement: N/A

MODULE AIMS:

To develop analytical understanding of the process of idea generation

Develop an understanding of spatial relationships in a digital forum

To create fully realised and original imagined worlds.


1. Demonstrate an analytical and creative response to a creative brief through design materials.

2. Create a Digitally produced imagined world which closely follows intentions laid out in design materials.

3. Build an imagined world which demonstrates spatial awareness and induces exploration.

4. Demonstrate an awareness of the form executed aesthetically and technically.

DATE OF APPROVAL: Jan 2016 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: Sept 2016 SCHOOL/PARTNER: Truro & Penwith College

DATE(S) OF APPROVED CHANGE: TERM: Semester 2



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MODULE LEADER: Adam Blackmore OTHER MODULE STAFF:


Imagined worlds; Game specific worlds, 3D and 2D worlds.

Modes of production; 2D/3D.

Graphical considerations: 2D and 3D, resolution, colour depth, shading, shadows.

Control methods: touch based, controllers, keyboard and mouse.



Lecture 15

Seminar 25

Tutorial 5


Demonstration



Fieldwork

External Visits 10



Other


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Coursework

C1

Portfolio of designs Digital World

10% 90%

=100%

LO 1 addressed through the completion of portfolio LO 2-4 addressed through the completion of assets



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Updated by: Adam Blackmore Date: 07/2018

Approved by: D.Atkinson-Beaumont Date: 07/2018

Recommended texts and sources;

L, Ahearn, (2008), 3D Game Environments, Focal Press, New York. L, Ahearn, (2006), 3D Games Textures: Create Professional Art Using Photoshop, Focal Press, New York. C, Cabrera, (2014). Digital Painting Techniques: Volume 6. Urschel. London. D & L, Darakshani, (2015), Autodesk 3DS Max 2016 Essentials, Wiley and Sons, Indianapolis. S, Laurence, (2015. The Four-Dimensional Human: Ways of Being in the Digital World. William Heinemann. Oxford M, Moniem, (2015), Unreal Engine Lighting and Rendering Essentials, Packt, Birmingham Brooker, D. (2008). Essential CG lighting techniques with 3ds Max. Amsterdam: Focal. Ching, F. (2007). Architecture. Hoboken, N.J.: John Wiley & Sons. Le, K., Yamada, M., Yoon, F. and Robertson, S. (2005). The skillful huntsman. Culver City, CA: Design Studio Press. Rasmussen, S. (1962). Experiencing architecture. Cambridge [Mass.]: M.I.T. Press, Massachusetts Institute of Technology.

Polygon.com

www.gamesutra.com Polycount.com Pluralsight.com Unrealengine.com

http://www.gamesutra.com/

http://gamedev.stackexchange.com/