3D Creativity: Real & Virtual Justin Magee, Snr. Lecturer, School of Creative Arts

Module Coordinator: Justin Magee

Module Content

Academic Year 2008-2009 Project Brief Timetable Reading List

This module was previously DES107M2

Academic Years 2000-2006 Project Brief examples

Module report form (Assessment criteria)

Module Description

RATIONALE

This module introduces students to the principles and practices of planning and building 3D objects in a virtual environment such as 3D Studio Max or similar.  It introduces the core competencies of sketching, aesthetic planning and resolution, understanding of form, scale, dimensional accuracy, proportion, and the 3 co-ordinate system. The module is heavily supported with software demonstration to ensure all students can explore and demonstrate the learning outcomes. A design project for example character development will be completed as part of the coursework.

AIMS

• To introduce students to the principles of 3D modelling and to develop a working knowledge of the parameters within a virtual environment
• To introduce students to creative thinking methods within the context of a design brief
• To develop visualisation skills to meet commercial and professional expectations

LEARNING OUTCOMES

A successful student will be able to :

KNOWLEDGE AND UNDERSTANDING

INTELLECTUAL QUALITIES

PROFESSIONAL/PRACTICAL SKILLS

TRANSFERABLE/KEY SKILLS

CONTENT

A set brief, which will be updated annually, will provide a project based outcome and ultimately a visual portfolio piece. The brief will deal with aesthetics, proportion and visual dexterity. There will be an associated theme and problem which the student must use creativity methods and the design process to explore and rationalize through a range of ideas to a final solution.

TEACHING AND LEARNING METHODS

Lectures will introduce students to the discipline of 3D design. A context will be placed for virtual objects and worlds. Visual examples will be shown as reference material and placed within a context to the commercial world. Creativity methods for ideas generation and ideas rationalisation will be explained. The stages of the design process will be explained.

Seminars will exercise the theories of creative thinking. Students will resolve their own projects within a group context using industry methods of problem solving. They will be encouraged to work through “mental block” towards a more fluid thinking process. They will develop a more open mindset to logical and creative process management.

Tutorials will support students on a one to one basis with their own unique project directions, assisting them in decision making and design skill acquisition. They will help to further identify student who struggle with the subject matter. These use verbal feedback and discussion.

Practical exercises will underpin the skill acquisition indicative of design subjects. These are heavily supported with professional help resources and bespoke web based support relative to the subject area.

Students will be directed to read literature which covers the principles of thee design process, creativity methods, understanding of virtual environments and skill acquisition specifically in the field of 3D modelling.

Students will be expected to regularly attend classes and keep up to date with all coursework following a logical process. They will be expected to exercise creative thinking and ‘blue sky’ approaches to ideas generation before rationally developing their own unique ideas relating to 3D design.

The module is web supplemented

ASSESSMENT

Coursework produced will receive structured feedback during the module delivery via individual tutorials and group seminars. Course work also includes the completion of software tutorials, which reinforces practical dexterity. A final mark is awarded during the examination period for the submission of all work produced in the module, to the brief outlined.

Coursework 1:

Software Tutorials are completed on a weekly basis. These ensure that core concepts associated with modelling, lighting, texturing, rendering and basic animation are captured. They also evidence that the technical proficiency and the 3D dexterity skills are exercised to the required level. They allow assessors to recognise areas of technical difficulty or identify lower levels of 3D comprehension.  They account for 25% of the final assessment.

This assignment will measure the student’s achievement of module learning outcomes K1, K2, P2,P3

Coursework 2:

Concept critiques are common place in design related professions. The ability to communicate using verbal and visual grammar is continuously assessed during semester. These monitor development and offer the student an opportunity to convey and defend their ideas and rationale as their 3D proficiency develops.  These will account for 25% of the final assessment.

This assignment will measure the student’s achievement of module learning outcomes K3, K5, I3, I4, T1, T2

Coursework 3:

The final submission of work will demonstrate the quality of outcomes, the extent of development and self management skills. This accounts for 50% of the final assessment.

This assignment will measure the student’s achievement of module learning outcomes K4, I1, I2,  P1, P4, T3

100% Coursework

0% Examination

READING LIST

Required

• Birn J., (2006) Digital Lighting & Rendering (2^nd ed.), Indianapolis, New Riders
• Clark, K., (2002) , Inspired 3D character animation, London ; Rocklin, Calif. : Premier : Pearson Education
• De Bono, E., (1990), Edward de Bono's masterthinker's handbook : a guide to innovative thinking, Harmondsworth : Penguin
• De Bono, E, (1972) Children solve problems. - Harmondsworth : Penguin,
• Demers O., (2001) Digital texturing and painting, Indianapolis, New Riders
• Hogarth B. (1996) Dynamic Figure Drawing, New York, Watson-Guptill Publications, Incorporated
• Kerlow I, V. (2000) The art of 3-D computer animation and imaging. - 2nd ed. - New York: WileySteed, Paul, (2001) Modelling a character in 3ds Max, Plano, TX : Wordwave Pub,Weishar, P. (2004) , Moving pixels : blockbuster animation, digital art and 3D modelling today, London : Thames & Hudson,
• Wong, W. (1993), Principles of Form and Design, Van Nostrand Reinnhold, New York

Recommended

• Doczi G., 1994,                       The power of limits, proportional harmonies in Nature, Art and Architecture, Boston & London, Shambhala
• Elam K., 2001, The Geometry of Design, studies in proportion and composition, New York, Princeton Architectural Press
• Hartas, L. (2005), The art of game characters, Lewes : Ilex,
• Hyland A; 2001, Pen & Mouse – Commercial Art & Digital Illustration, London, Laurence King Publishing.
• Maestri, G., (1996) Digital character animation 2 - Vol. 1 : Essential techniques, Indianapolis, New Riders
• Loose, D. (2001) 3ds max 4 workshop : the do-it-yourself approach to learning, Indianapolis, Que
• Myerson J., (2001), IDEO: Masters of Innovation, New York, The Neues Publishing Company
• Sheldon, L. (2004) Character development and storytelling for games, London; Cambridge
• Wiedemann, J. (2001) , Digital beauties : 2D & 3D computer generated models, virtual idols and characters, Köln ; London : Taschen

SUMMARY DESCRIPTION

A prescribed design brief is undertaken which follows the design process towards practical outcomes using 3D modelling software. Students will learn how to creatively rationalise and visualise their ideas using sketching and technology towards a portfolio outcome. They will build virtual models, apply image maps, set up basic animation through procedural and key frame methodology and produce colour renderings and movies of their developed ideas. Attendance is essential to successfully complete this coursework driven module.