Basics of 3D Modeling for Programmers (5 cr)

Objectives (course unit)

Students can describe the toolset and can create basic 3D models and textures. They can describe how to work as an 3D artist in a game project. They can demonstrate understanding the basic theory and language for 3D modeling allowing them to communicate with artists. 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.

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 for 3D modeling.
The student can describe shaders and render engines.

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

The student can create 3D models based on 2D reference images and artwork.
The student can do UV mapping and texturing.
The student can communicate with artists on a team.

Assessment criteria, excellent (5) (course unit)

The student can apply skills for setting up pipelines for 3D models.
The student can apply skills to support artist in a team.

Location and time

Workshops at the GameStudio (C3-13)
Tuesdays starting at 12.00
23.1
30.1
6.2
13.2
20.2

Exam schedules

Only challenges

Assessment methods and criteria

Challenges made during the course

Assessment scale

0-5

Teaching methods

Online learning
Challanges
Workshops

Learning materials

Digital resources

Student workload

5 cr, about 110 hours

International connections

Available for exchange students

Further information

For Games Academy students.

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

Suomeksi
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).