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Session: 2022/23
Last modified: 13/04/2021 14:20:56
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Title of Module: Game Audio |
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Code: MUSC09024 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Paul
McGeechan |
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| Summary of Module |
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This module is designed to allow students to investigate the use of audio within computer games and in particular, the unique requirements for game audio compared to audio for linear visual media. The module provides the opportunity for learners to acquire and prepare audio for use within middleware or similar game audio environments in preparation for incorporation into a computer game. The student will then implement these assets in a game audio environment to prepare them for use within a game. This module is aimed at students who have an interest in working in the field of Game Audio.
The module will build upon and enhance technical, practical and creative skills acquired in previous modules in Game Audio such as asset file management, recording & processing audio assets, music composition, and mixing. Students will examine current Game Audio industry practices and the application of complex recording, mixing and production techniques must be used throughout the production process. The final product will be delivered to industry standards. Subjects covered include,
- Sound and Music within Games.
- Genre Conventions.
- Audio acquisition, editing, exporting and effects processing.
- Assets: Randomisation, Sequencing, Layering, Management and 2D/3D spatialisation.
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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.
L1. Analyse and critically evaluate the use of audio within game environments.
L2.
L2. Understand 2D/3D spatialisation within a game audio environment. Understand Game audio middleware or similar game audio software.
L3.
L3. Prepare audio assets for use within a game audio environment . Implement audio assets within a game audio environment. |
| 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 9.
Demonstrate and/or work with:knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/discipline? A critical understanding of the principal theories, concepts and principles? Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject/discipline.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will be expected to contextualise above skills as a contribution to a portfolio of work for prospective employers either to a defined brief or a simulated brief. Professional staff will be expected to introduce current work in progress as well as actively encourage students to engage with contemporary and ‘forward looking’ projects specifically aimed at media convergent technologies. In terms of SCQF criteria, students should:
Use a range of the principal skills, practices and/or materials associated with a subject/discipline.
Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline.
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| Generic Cognitive skills |
SCQF Level 9.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements / improvements to software to increase effectiveness.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will be expected to demonstrate a practical understanding of audio applications and the key current practices employed.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements / improvements to software to increase effectiveness.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
In order to add to existing personal portfolios of work students will embark on a level of independent study suitable to SCQF guidelines. Students should:
Exercise initiative and independence throughout the various stages of the recording, mixing and production stages to a professional level.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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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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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 | 20 |
| Laboratory/Practical Demonstration/Workshop | 16 |
| Independent Study | 164 |
| 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:
Stevens, R. and Raybould, D., 2015. Game audio implementation: a practical guide using the unreal engine. Focal Press.
Viers, Ric (Latest Edition) - The Sound Effects Bible: Michael Wiese Productions.
Chion, M. 1994 “Audio-Vision : Sound on Screen” (Trans. Claudia Gorbman) Columbia University Press.
Harper, G., et. al (2009). Sound and Music in Film and Visual Media. London: Bloomsbury.
The Art & Technique of Sound Design http://designingsound.org
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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:
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations 5.3.6 – 5.3.8., available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Art, Music & Performance |
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| Moderator | Clark Neville |
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| External Examiner | Ben Challis |
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| Accreditation Details | JAMES (Joint Audio Media Education Support) |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Audio Assets / Game Audio Engine. |
(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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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
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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