1. Critically analyse and deconstruct the techniques and practices employed by professional artists within the games industry, demonstrating a deep understanding of industry standards and the ability to evaluate and apply these techniques to inform and enhance creative development.

Analysis, Application

2. Demonstrate advanced self-reflection and critical awareness of approaches to style recognition and recreation, fostering continuous development and refinement of creative practice within a professional context.

Reflection

3. Critically evaluate and reflect on personal methodologies in style recognition and recreation, demonstrating a commitment to continuous creative development and the refinement of professional practice.

Knowledge and Understanding

4. Demonstrate the ability to develop original work within an established style, ensuring coherence and uniformity while critically addressing aesthetic and technical challenges inherent in maintaining stylistic consistency.

Problem Solving

Assessment Component 1 – Art Book (Portfolio with Annotation) [Learning outcomes: 1, 4]

This assessment component requires students to produce an art book that serves as a portfolio of work demonstrating their ability to critically analyse, deconstruct, and apply techniques used by professional artists within the games industry. The portfolio should showcase a comprehensive understanding of industry standards through annotated studies and deconstructions of existing professional artwork, reflecting advanced analytical skills.

Students are expected to demonstrate originality in their creative practice by developing artwork within an established style, addressing aesthetic and technical challenges to maintain stylistic consistency. Annotations should critically evaluate artistic decisions, providing evidence of systematic and creative problem-solving in response to the chosen brief. The portfolio must exhibit a high level of technical skill, creativity, and critical awareness, ensuring that all artistic choices are justified and aligned with professional standards in the games industry.

The expected length of the art book is approximately 40 pages, consisting primarily of visuals, with annotations present where context is needed.

Assessment Component 2 – Reflective Logbook [Learning outcomes: 2, 3]

The reflective logbook serves as a comprehensive record of the student’s critical self-reflection and continuous development throughout the module. It should demonstrate advanced self-reflection on approaches to style recognition and recreation, highlighting the student’s critical awareness of their creative practice within a professional context.

Students are expected to evaluate and reflect on their personal methodologies, showcasing a commitment to continuous improvement and refinement of their professional practice. The logbook should include the collation of existing studio specific artwork that clarifies and supports the chosen style, with annotation providing insights into the student's thought process, creative challenges, and solutions encountered during the project. Critical analysis of successes and areas for improvement should be evident, demonstrating the student's ability to manage their own learning, exercise initiative, and engage in high-level professional reflection.

Fundamentals and their relationship to stylisation.
Analysis in style – proportion and the visual rules behind a studios approach.
Shape language, colour and lighting – breakdowns of existing artwork and implementation to new pieces.
Evolution within a franchise – stylisation changes and focus throughout IP lifespan.

Specificity in pipeline and workflow – how studios alter their approach with projects and differing clients.
The importance of style deconstruction and its relationship to employability – art tests, style adoption and collaborative projects.

In almost all studio environments you are expected to work within a set artistic style in many of your day-to-day projects. In this module you will explore working in styles that might be unfamiliar to you; you will learn to deconstruct elements of a style and apply it to the generation of new works. With this module you will develop the flexibility to tackle distinct style changes in your work.

Students will be expected to engage in a variety of learning strategies, including tutor-led formal presentations, workshops and self-directed learning.

Lecture session will consist of theory, methodology and good practice towards content deliverables.

Development support sessions will consist of individual guidance and demonstration of application of theory and art direction.

Gurney, J. (2009) Imaginative realism¿: how to paint what doesn’t exist. Kansas City: Andrews McMeel Pub.

Gurney, J. (2010) Color and light¿: a guide for the realist painter. Kansas, Mo: Andrews McMeel.

MASTER the art of speed painting¿: digital painting techniques. (2016). Worcester: 3DTotal Publishing.

Beginner’s guide to digital painting in Photoshop. 2nd ed. (2011). Worcester: 3DTotal.

Beccia, C. (2014) The digital renaissance¿: old-master techniques in Painter and Photoshop. Lewes, East Sussex: ILEX.

Study guidance

Access to University of Staffordshire Library with compiled appropriate reading / artistically influential materials.

Blackboard VLE

Relevant software towards the goal of producing industry standard concept artwork including (but not limited to): Zbrush, photoshop, Blender

Relevant Hardware related to the goal of experimentally incorporating methods to developing concept artwork: 3D printing, Laser Scanning.