This module provides students with the opportunity to research and develop skills related to digital production for games, film, VFX, and animation by working from a given brief. Students will further enhance their creative and technical abilities, applying a range of methods to produce high-quality digital content.

Assessment Component 1 a portfolio of work weighted at 70% consisting of:

Students will produce one portfolio project in response to the module brief, aligned to their chosen pathway.

Students must submit:

Games Art Pathway (example structure)

* 1 primary 3D asset or small environment piece
* Supporting development work (e.g., sketches, blockouts, wireframes, texture sheets, reference board)
* 2–4 presentation images (rendered views)

Concept Art Pathway (example structure)

* 1 key concept piece (character, prop, or environment)
* Supporting development work (e.g., thumbnails, iterations, reference board)
* 1 final presentation sheet

Note: Assessment focuses on:

* Industry polish is not expected
* Application of foundational techniques
* Response to brief
* Visual clarity
* Evidence of development

Assessment Component 2 reflective Analysis weighted at 30% consisting of:

Students will submit a structured reflective report (800–1200 words or equivalent recorded presentation).

The reflection must:

1. Outline their research and reference sources
2. Describe the process they followed
3. Identify challenges encountered
4. Explain how feedback informed improvements
5. Identify areas for development at Level 4

Within the module, you will explore workflows and processes related to digital product creation in the context of game art and concept art. This will include, but is not limited to, key topics such as:

* Exploring various techniques for creating digital products.
* Approaches to texture mapping and material development.
* Development of assets for interactive or real-time environments.
* Basic principles of digital presentation and visual communication.
* Conceptual design, including sketching and idea development.
* Optimising digital content for different platforms or uses.
* Techniques for storytelling through digital environments and assets.

1. Conduct guided research into relevant techniques, tools and workflows within your chosen pathway (Games Art or Concept Art), identifying key industry-informed practices.

Programme Learning Outcome: Digital Literacy

2. Apply foundational practical skills to produce a resolved creative outcome in response to a given brief.

Programme Learning Outcome: Knowledge and Understanding

3. Present completed work in an appropriate format for your discipline, demonstrating clarity of visual communication and basic professional standards.

Programme Learning Outcome: Application & Problem Solving

4. Reflect on your creative process, identifying strengths, challenges and areas for future development.

Programme Learning Outcome: Communication

You will be expected to engage in a structured blend of scheduled teaching and independent study.

Scheduled sessions will typically include lectures introducing core concepts, alongside workshops where students apply techniques, participate in guided discussions, and undertake problem-solving and peer-learning activities.

Lecture sessions focus on theory, methodology and good practice, while workshop and development sessions provide individual guidance, practical demonstrations and support in applying artistic and technical principles.

Independent study will involve recommended reading, research tasks, and ongoing development of project work supported by digital resources and forum feedback.

Teaching activities are designed to mirror professional art-department feedback loops, enabling students to experience iterative development and critique similar to industry practice.

3D tools
Image Editing Software
Microsoft Office Suite
Digital Academy Forum
Data Projection Resource

Bennett, A. (2018). The Creative Process: A Guide for Designers, Artists, and Makers. Thames & Hudson.

Clarke, J. (2020). The Practical Guide to Live Projects in Design. Laurence King Publishing.

Hernandez, L. (2021). Live Briefs and Industry Projects for Creative Students. Routledge.

Miller, K. (2022). From Brief to Completion: How to Manage Design Projects in the Real World. 3rd ed. Fairchild Books.

This module enables students to produce a focused portfolio project within either Games Art or Concept Art, responding to a structured or live brief.

Students will develop foundational research, production, and presentation skills aligned to their chosen pathway, preparing them for progression onto Level 4 study in Games Art or Concept Art.

The emphasis is on developing core technical and creative skills appropriate to Level 3, rather than achieving industry-level polish.