Study Guide

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

Assessment criteria, satisfactory (1-2) (course unit)

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

Assessment criteria, good (3-4) (course unit)

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

Assessment criteria, satisfactory (1-2) (course unit)

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

Assessment criteria, good (3-4) (course unit)

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

Assessment criteria, satisfactory (1-2) (course unit)

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

Assessment criteria, good (3-4) (course unit)

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0 = failed; less than half of the required work performed; several misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).