This skills-based programme meets the requirements of one of the fastest growing, dynamic and entrepreneurial sectors in the creative industries. Providing practical specialist knowledge to pursue a career in the game industry in paths such as an animation, level design, 3D modelling or concept art etc. Core artistic and technical skills are developed to enable creation and building of games and content for a variety of platforms.
Students gain an understanding of the broad areas of games development, ludology, VR, concept work, 3D modelling and animation, level creation, character design, motion capture, history, contextual and social issues, together with an overview of the more technical and creative aspects of the games design pipeline. This year students have worked on many live client briefs including animations and games for OggyLand, Google Play, 3D World/3D Artist magazines, RTS Awards and digital experiences for people with Aspergers, Autism and Dementia.
For further information please contact: Course Manager, Stephen Howard
E: stephen.howard@cornwall.ac.uk
E: enquiries@cornwall.ac.uk
W: https://www.cornwall.ac.uk/cornwallcollege/arts-media/hnd-games-design-industry-2-2
This is one of the first modules student take part in as a team. Why learn traditional animation? Well, from feedback from many animation and games studios, this method of animation is recognised for teaching digital artists all about the basic 12 principles of animation. Students gained an understanding of the history of and key developments in animation for this module; developing skills and techniques in traditional and digital animation. Individuals and teams planned and produced 2D and 3D animations, for a specified audience, using traditional techniques such as; stop motion, cut out and cel animation. In the past students have won or been finalists in many film and animation awards for example; Picturing Time, Killing Cancer, RTS, and for other local events.
Zombie Land
Team Alex Kendall, Reece Vercoe, Ben Wakefiled and Kieran Vinnicombe
The Vase
Team Joshua Trerise, Sam Cotton, David Jones, Craig Eddy, Ashely Williams Parr
Life
Team Sora Rose, Jamie Bunt, Liam Hocking, James Qualey, Ty Radcliffe
The essence of this module is to develop drawing skills to permit effective communication of the visualisation of imagined characters and locations within the conceptual game world. Skilful execution of these visualisations begins with study and practice of observational and life drawing. Students also gained knowledge of perspective, anatomy, media types, genre, style and Photoshop to create concept portfolios and scrapbooks for specific game titles and audiences.
Alex Kendall
Craig Eddy
Sam Cotton
David Jones
James Qualey
Jamie Bunt
Joshua Trerise
Liam Hocking
Sora Rose
This module covers the essential components of 3D modelling and animation required for working in the computer games industry. Learners gain an understanding of particular techniques and skills used in the full production pipeline from basic modelling to animating objects and rendering.
Students have worked on many live client briefs in the past. This year students created animations and models to help promote a short film aimed at children. The theme was Sproggy Goes Missing from Oggy Land. Students used a variety of software but mainly concentrated on developing their 3D Studio Max and Photoshop skills.
Ashley Williams Parr
Liam Hocking
Jamie Bunt
Sam Cotton
Sproggy Goes Missing
Team Alex Kendall, Craig Eddy, James Qualey, Ty Radcliffe
This module provides knowledge, understanding and practical experience of the tools and techniques of digital graphics software used to produce images for computer games. It also provides learners with the ability to unwrap basic 3D meshes for application of texture maps. Encouraging learners to express imaginative skills, it is appropriate that some critical self-reflective practice is undertaken. Photoshop is explored in depth along with 3D Studio Max to create low poly game assets.
This year students created posters for a variety of games and audiences along with low poly vehicles to a specific poly count.
Alex Kendall
Ashley Williams Parr
Craig Eddy
David Jones
James Qualey
Jamie Bunt
Joshua Trerise
Liam Hocking
Reece Vercoe
Sam Cotton
Sora Rose
Ty Radcliffe
U Boat by Alex Kendall
Post Apocalyptic car by David Jones
Jagd Panther by James Qualey
Me 262 by James Qualey
Willy's Jeep by Jamie Bunt
WW2 Truck by Jamie Bunt
KRAZ-260 by Liam Hocking
M2 half Track by Liam Hocking
WW2 tank by Sora Rose
Metal Jumper by Ty Radcliffe
ScorpionBoi by Ty Radcliffe
Students become familiar with game engine technology, the central piece of software used for the assembly of modern computer games. By building playable games/levels or modifications of existing games, learners gained an understanding of how a modern computer game is pieced together, integrating 3D environments/assets, cameras, control systems and basic game logic.
Students this year created First Person Shooters on a theme of their own choosing. They implemented Unreal Engine 4 to build their levels along with using 3D Studio Max and Photoshop to create various assets. Students also had to include audio.
Level design by Alex Kendall
Level design by Ashley Williams Parr
Level design by Craig Eddy
Level design by David Jones
Level design by James Qualey
Level design by Jamie Bunt
Level design by Liam Hocking
Level design by Sora Rose
Level design by Sam Cotton
Level design by Ty Radcliffe
Learners explored the medium of computer games; an examination of the history of computer games, exploring the relationship with games and wider culture and applying relevant theories to the analysis of specific computer games. References to both film, TV and games are analysed along with exploration of semiotics and contextual studies. Moral panic and the male gaze are just two of the theories investigated in this module.
This module has been an opportunity for learners to identify a particular area of study, develop a proposal and set specific objectives for investigation. They applied research skills to the identification and selection of materials and resources, presented their results, reviewed and evaluated their efforts considering the professional context of the work.
This is an excellent module for both portfolio and show reel. Students tracked their progress and analysed their efforts on a regular basis in their blogs.
Footage of RPG prototype by Stephen Edwards
In this module learners acquired knowledge and understanding of how cut scenes (cinematics) are created and used within games. The history of sound in games is also explored and how to use sound to improve game immersion. Learners designed and produced content for their cut scenes using 3D Studio Max and Photoshop. They also created their own Foley sounds for their cut scenes and developed their digital editing skills.
Presentation by Zach Bennett now working at Splash Damage Games in London.
Analysis of the use of sound in computer games by Liam Hicks
Foley creation by Liam Hicks
Intro cut scene created by Stephen Edwards, Liam Hicks, Luke Blanchard, Richard Hall, Mike Northwood and William Thompson Knight
3D animators are responsible for the portrayal of movement and behaviour. 3D character animation is a specific skill that requires a good level of understanding and technical knowledge of anatomy and animation. Students experimented with motion capture skills along with a variety of rigging, skinning and animation techniques. It was also important for students to learn a basic knowledge of anatomy as they is a key requirement for character animation. Learners had to create a series of animation sets for both a player character and a NPC.
Anims created by Tom Haines
Character anims created by Richard Hall
Character anims created by Richard Hall
Level design is a key part of the game development process, bridging the gap between art and programming. This module took learners through the development process for designing interactive 3D computer game levels, from technical constraints, to the application of narrative and aesthetic approaches to enhance designs beyond the purely functional.
Students had to create all the game documentation for their idea and often pitch to a real game publisher for the first part of the assignment. For the second they had to create the game itself using Unreal Engine 4 and many other software.
Kickstarter pitch by Liam Hicks, Luke Blanchard, Richard Hall, Will Thompson Knight, Mike Northwood and Stephen Edwards
An opportunity for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in other areas of the course. It requires learners to select, plan, implement and evaluate a project and present the outcomes.
This year teams had to create for experiences/games for people with Autism and dementia to help with mindfulness and retaining memories etc.
Computer games can be used for more than just entertainment. Industries like defence, education, scientific exploration, etc are all exploring the use of gaming to inform, teach and train their staff and employees. Serious/applied games are often simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate. Serious games will sometimes deliberately sacrifice fun and entertainment in order to achieve a desired goal/progress by the player. This assignment gave students the opportunity to develop such games to be used by the public to help with dementia, Asperger’s or Autism. Individuals who live with dementia, autism or Asperger’s often see the world differently from others and face difficulties with social communication, interaction and imagination. Stress is also common place for these individuals and games that promote mindfulness can help relieve this. Mindfulness refers to one's ability to be fully present in the moment, aware of where you are and what you are doing, without reacting or becoming overwhelmed by your surroundings. Dementia sufferers can forget everyday names for objects as well as finding it difficult to remember day to day experiences. Computer games are an ideal way to help with such issues as most people have access to the Internet, phone or pc etc. Worlds and experiences can be created and tailored to improve memory, aid stress or communication etc.
Memory games created in UE4 by Liam Hicks to help those with Dementia, Autism and Asperger's.
Unreal Engine game created in UE4 by Luke Blanchard to help those with social anxiety.
Mindfulness experience by Mike Northwood
UE4 game created to help reflect the issues of having Dementia by Richard Hall
Simon Says memory type game for those with Dementia by Stephen Edwards
VR sensory room experience by Will Thompson Knight
This unit provides an opportunity for students to investigate their career options, consider how that translates into professional practice for their own work and how to present themselves professionally at interviews. It also incorporates management of their work and time, consideration of copyright licensing laws and how to create and organise show reels and portfolios for employment.
As part of the brief students often have to prepare their work for exhibition and take part in live client briefs. This year students created games for Google Play.
Top Down Shooter by Liam Hicks
Construct 3 Platformer by Luke Blanchard
Legend of Fjarri platformer by Mike Northwood
Viking Villager C3 game by Richard Hall
I Survived 2020 Pandemic Construct 3 game by Stephen Edwards
William Thompson Knight
Stephen Edwards
Michael Northway
Richard Hall
Liam Hicks
Alex Kendall
Ashley Williams Parr
Craig Eddy
Liam Hocking
Sam Cotton
David Jones
Ty Radcliffe