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Session: 2022/23
Last modified: 08/03/2022 09:56:07
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Title of Module: 3D Asset Production 1 |
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Code: COMP08013 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | John
McQuillan |
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| Summary of Module |
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This module develops 3D skills in modelling and UV unwrapping, focussing on hard surface modelling in the first half, and moving on to organic modelling in the second. Students will also develop an appreciation of the need for good topology and the relationship between topology and UV mapping for texturing.
- This module embeds the key “I am UWS” graduate attributes and in particular:
Academic
Universal
Analytical
Inquiring
Work Ready
Knowledgeable
Digitally Literate
Problem-solver
Successful
Autonomous
Incisive
Innovative
Personal
Universal
Ethically-minded
Work Ready
Motivated
Successful
Creative
Imaginative
Resilient
Professional
Universal
Collaborative
Research-minded
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of the underlying principles and terminology of 3D polygonal modelling.
L2.
Create 3D polygonal models, demonstrating an ability to create coherent topology and UV layout
L3.
Demonstrate an understanding of the relationship between topology and the final requirements of a model for texturing and/or animation |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Students will develop core skills in modelling required for employment in the 3D animation/games industry. Students will develop an understanding of the theory around flow of polygons (topology) in models and how this affects shape and function, as well as the theory underpinning UV mapping. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Students will apply the techniques discussed in lectures and lab sessions to their own modelling and solve problems in modelling for animation, Students will work with a variety of software for 3D modelling and image manipulation |
| Generic Cognitive skills |
SCQF Level 8.
Students will identify and solve routine problems in 3D modelling, and UV unwrapping. Problems will include developing solutions in lighting and shot framing, as well as solutions to mechanical animation problems, identifying appropriate tools and using scripting to automate animation. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Students will develop the numeric skills necessary to implement manipulation of polygonal mesh in 3D within a dedicated 3D application. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Students will engage in individual project work and in a semi-autonomous final group project. In the group project students will develop skills in managing assets required across a project by different team members. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP07010
| Module Title:
Introduction to Computer Animation
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Much use is made of video tutorial material, mostly produced 'in house', although students are directed to external online resources where suitable material exists. All assessment is practical with reflective documentation. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Asynchronous Class Activity | 40 |
| Independent Study | 112 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Getting started with Maya 20XX (current edition for software)
or Other suitable reference/text book covering modelling techniques in 3D computer animation.
VLE and lecturer produced video material and associated teaching materials.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with scheduled teaching sessions and defined points of engagement. For the purposes of this module, students are expected to demonstrate engagement through submission of all coursework and attendance at scheduled lab and lecture sessions. Students should inform the lecturer of any external circumstance requiring non-attendance. Missing any session without good reason and communication may result in removal from the module. Failure to submit coursework may also result in the removal from the module. Other areas of measure may also be used, including degree of access to University based online teaching resources. |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Creative Computing |
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| Moderator | Mark Carey |
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| External Examiner | S Kennedy-Parr |
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| Accreditation Details | N/A |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Practical: consisting of two submissions of portfolio work (3D renders and models, hard surface and organic). Written: short reflective document dealing with what the student sees as the areas they need to improve on based on their first submission (submitted with the first assessment). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The University policies on equality and diversity will apply to this module: the content and assessment are based on the ability to communicate in English but are otherwise culture-neutral.
This module is almost entirely computer based and students must be proficient computer users within a graphical user interface.
It should be noted that this module makes extensive use of video material for teaching, students undertaking the module will need to able to follow, and work with the video tutorials.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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