Billy Blue College of Design
Talk to a Course Adviser
1300 851 245
CONTACT US
Menu
CONTACT US

Bachelor of Communication Design Information Set

Billy Blue College of Design

Become a designer in demand

Communication design is a growth industry, with strong demand for designers who are skilled visual communicators across graphic design, traditional print work, as well as digital media extensions and multidisciplinary design.

Nationally recognised and highly respected, Billy Blue Bachelor of Communication Design is a comprehensive design qualification that has been developed and is taught by leaders in the visual communication design world: from brand and design consultants, to graphic designers and creative directors.

In this degree you will focus on the creation of visual messages, ideas and information for a range of audiences. You will develop broad visual communication design skills informed by theoretical and technical knowledge and be able to apply those skills to real world graphic design outcomes.

Throughout the course you will explore essential areas of communication design including; typography, image generation, branding, information design, packaging and branded environments. An emphasis on creativity, design thinking, collaborative practice and problem solving will add depth to your practice.

You’ll graduate a highly qualified designer with in-demand skills and a professional-calibre portfolio to land serious work in the ever exciting, always evolving creative industries.

Build Skills and a Professional Portfolio

The Communication Design course is structured to prepare you for careers in which information is conveyed visually. These include graphic design, advertising, publishing, packaging, art direction, print and digital media.

You’ll learn about design usability, typography, ideation and idea generation, digital media, design research, information design and more. You’ll also learn how to use Photoshop and Illustrator. The design work you do throughout your study contributes to your professional portfolio – your passport to a serious design career.

Nationally recognised and highly respected, learning with Billy Blue provides you with comprehensive skills, know-how and confidence for a successful and dynamic career in the communication design space.

Billy Blue has a long history delivering Communication Design qualifications. Our courses are industry revered and have been anchored in innovative, work integrated, commercially relevant applied learning since inception, with an outstanding employment record for our graduates who are enjoying career successes both nationally and internationally. You’ll practice as an informed, cutting-edge designer with in-demand skills – and a professional-calibre portfolio to land serious work in the ever exciting, always evolving creative industries.

You will make commercial environments a reality through documentation, contract management, professional design practice and cross-disciplinary interaction. You will also have the opportunity to apply theory to practice by creating a range of commercial interior design solutions for real clients.

The design work you do throughout your study contributes to your professional portfolio – your passport to a serious design career.

Dive into a creative industries career as a:

Employment Opportunities:

  • Art direction
  • Book & publication design
  • Branding & identity design
  • Design strategy
  • Design thinking
  • Graphic design
  • Information architecture
  • Illustration
  • Interactive design
  • Interface design
  • Marketing & promotion
  • Packaging
  • Photography
  • Visual communication
  • Web design

Course Overview

Qualification Title BACHELOR OF COMMUNICATION DESIGN
Study Options – Domestic Australian students

Full-time Blended*

Part-time Blended*

*Blended - face to face on campus plus facilitated online

Study Options – International students

Full-time Blended*

*Blended - face to face on campus plus facilitated online (no more than a third of the course online)

Start Dates

February, June, September

For specific dates visit the website

Course Length

Full-time: 3 years

Accelerated: 2 years

Part-time: 6 years maximum

Payment Options - Domestic Australian students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

 

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

 

Further information within this Course Information Sheet

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Payment Options – International students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

Further information within this Course Information Sheet

 

Course study requirements Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study. Assessment  Practical assignments, research projects, presentations and reports
Locations

Sydney Campus

Brisbane Campus

Melbourne Campus

Delivered by Billy Blue College of Design at Torrens University Australia
Provider Torrens University Australia Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA). CRICOS Course Code

090295A

 

Provider obligations Torrens University is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015 Accrediting body Torrens University Australia Ltd
Course Fees For details, refer to the website. Any other fees For details, refer to the website.

Essential requirements for admission: No additional requirements

Student Profile

The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.

Applicant background Trimester one / Full year intake 2018
Number of students Percentage of all students
(A) Higher education study
(includes a bridging or enabling course)
25 25%
(B) Vocational education and training (VET) study 15 15%
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
23 23%

(D) Recent secondary education:

·        Admitted solely on the basis of ATAR
(regardless of whether this includes the consideration of
adjustment factors such as equity or subject bonus points)

31 31%
·        Admitted where both ATAR and additional criteria were considered
(e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
0 0%
·        Admitted on the basis of other criteria only and ATAR was not a factor
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement)
6 6%
International students 21 21%
All students 100 100.0%

Notes:        “<5” – the number of students is less than 5.

N/A – Students not accepted in this category.

N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.

Admission Criteria

Applicants with higher education study

 

·       A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider

Applicants with vocational education and training (VET) study

 

·       A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO)

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO)

Applicants with work and life experience

 

Demonstrated ability to undertake study at the required level:

·        broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR

·        formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR

·        written submission to demonstrate reasonable prospect of success; OR

·        discipline specific portfolio (art and/or design).

Applicants with recent secondary education (within the past two years) with ATAR or equivalent

(for applicants who will be selected wholly or partly on the basis of ATAR)

Minimum ATAR required for consideration: 60

English Language Proficiency

(applicable to international students, and in addition to academic or special entry requirements noted above)

Equivalent IELTS 6.0 (Academic) with no skills band less than 5.5

ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2018

(ATAR-based offers only, across all offer rounds)

 

ATAR(OP in QLD)
(Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR]
Highest rank to receive an offer 99
Median rank to receive an offer 77.5
Lowest rank to receive an offer 59.8

Notes:                     * “<5” – indicates less than 5 ATAR-based offers were made

Other admission options

(For applicants who will be selected on a basis other than ATAR)

Special Entry:

Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission. Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant. Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.

How to apply

Advanced standing/academic credit/recognition of prior learning(RPL)

You may be entitled to credit for prior learning, whether formal or informal. Formal learning can include previous study in higher education, vocational education, or adult and community education. Informal learning can include on the job learning or various kinds of work and life experience. Credit can reduce the amount of study needed to complete a degree.

Applicants admitted based on prior higher education study may be eligible for Advanced Standing in the form of credit and/or recognition of prior learning (RPL) under the Torrens University Australia Credit Policy.

  • Students with completed subjects may be eligible for specified credit and/or elective exemptions
  • Students who have completed a qualification at AQF level 5 (diploma) or above may be eligible for block credit (where a block credit agreement exists)
  • Students with a mix of formal study and informal and/or non-formal learning may be eligible for recognition of prior learning in addition to any credit approved.

Credit will not be applied automatically. Applicants must apply for credit and/or RPL as early as possible prior to each study period, with applications not accepted after week 2.

For further information about credit and recognition of prior learning please see https://www.torrens.edu.au/apply-online/course-credits.

Where to get further information

Torrens University

UAC

Quality Indicators for Learning and Teaching (QILT)

Course Structure

The course structure comprises 8 common core subjects, 11 specialised subjects and 5 electives over Levels 100, 200, and 300, as follows:

Level 100

3 common core
subjects

+

4 specialised subjects + 1

+ 1 elective

Level 200

3 common core
subjects

+

2 specialised subjects

+ 3 electives

Level 300

2 common core
subjects

+

5 specialised subjects;

+ 1 elective

 

Course Rules

To be awarded the Bachelor of Communication Design, students will need to complete 240 credit points over 24 subjects as outlined in the Course Structure above.  Each subject has a value of 10 credit points.

Subjects

Subject details

Recommended Study Pattern  

Level 100

Subject title, descriptor

Full-time

Part-time

 

DCX101 Design Context

This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras

Trimester 1

Trimester 1

Trimester 1

CDC101A Typographic Fundamentals

This subject introduces students to the building blocks of typography. It develops students’ experience and understanding of the issues involved with communicating through a typographic framework. The subject will look at the fundamental elements of typeface design and analysis, categorisation and usage, in conjunction with introductory design concepts such as balance, composition and hierarchy. This subject requires students to design and construct a publishing outcome that displays their ability to structure visual content through consistent typographic settings and composition, working with short and long body text settings, grid structures and page architecture.

Trimester 1

Trimester 2

Trimester 1

CDC100A Thinking Visually

This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems.

Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

Trimester 1

Trimester 2

Trimester 1

DSO102 Design Studio 1

The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.

Trimester 2

Trimester 3

Trimester 1

Elective 1

Trimester 2

Trimester 4

Trimester 2

CIN100A Data Visualisation

This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems.

Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

Trimester 2

Trimester 5

Trimester 2

DSO103 Design Studio 2

Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.

Trimester 3

Trimester 5

Trimester 2

CDT101A Typography 2

This subject develops students’ understanding of typographic convention in both traditional and contemporary applications. Students will use their understanding of basic typographic formatting, page composition and layout to explore advanced typographic setting, work flow and content editing across print and digital platforms.

Students will also explore the role of typographic narrative within the sequenced delivery of information across a variety of environments. They will be challenged to consider the ‘voice of type’ and develop a greater appreciation and understanding of how content is read and viewed in traditional and non-traditional mediums.

Trimester 3

Trimester 6

Trimester 2

 

Level 100 electives

CIM100A Developing Visual Vocabulary

This subject seeks to develop conceptual and practical frameworks for the generation of visual images, enabling students to create innovative visual responses in their work. It will encourage students to expand their frame of visual understanding and explore idea generation as well as historical approaches to visual representation, resulting in developing skills in the practical interpretation of ideas. This is achieved through sketching, photography, and experimenting with analogue and digital materials.

DIG101A Time, Space, Motion

This subject provides an introduction to the fundamental theory and practice of moving image and 3D design and production. Students will be familiarised with a basic set of tools and techniques for creating moving image sequences and 3D visualisations. Fundamental moving image, screen language and spatial design concepts are introduced, and students will use these concepts in conjunction with basic production techniques to communicate and convey narrative. The subject also introduces concept development techniques and materials specific to the development of motion and 3D design outcomes

DIG103A Interaction Design

This subject continues the exploration of the theory and practice of interaction design for digital media. The subject covers core research and concept development methods for interaction design. Students will focus on interpreting and structuring information content for interactive non-linear presentation and delivery, and will also focus on visual aspects of interface design and the ways in which visual design affects end-user experience.

DIG104A Motion Design

This subject introduces the foundational theory and practice of motion graphic design and live action camera production. The unit introduces basic skills in concept development, asset creation, 2D animation and compositing suitable for motion graphic production. The process of developing a live action video piece is also introduced, from pre-production through to post-production, and including fundamental sound design principles. Students will gain basic skills in camera-based production including basics of lighting, sound recording and editing.

DIG105A 3D Design and Animation

This subject develops foundational skills in 3D design and animation. Students will undertake character and set design and development exercises, and will generate animated 3D graphic elements. In this way students will develop foundational skills in the principles and techniques of modelling, texturing, lighting and animation required to produce digital 3D characters, environments and props. The subject also explores key concept development stages typical to common 3D design briefs and projects.

GDP102 Game Design Principles

Game Design Principles introduces students to game design foundations, techniques and paradigms through a series of lecture-led and student-led activities. Students will explore game design principles through the analysis of existing game artefacts, applying those findings to the development of their own games. Students are introduced to a variety of analysis, development and presentation techniques encouraging discussion, creation and dissemination of their design choices through prototyping and documentation.

 

Level 200

Elective 2

Trimester 4

Trimester 7

Trimester 3

DSO201 Design Studio 3

The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed.

Trimester 4

Trimester 8

Trimester 3

CDC200A Message, Meaning, Media

This subject expands the understanding of symbols, signs and semantic conventions within communication systems and media. Students are introduced to the history and application of semiotics and encouraged to review, relate and re-evaluate design and communication strategies within the context of de-constructing conventional thinking and design practices. There is particular reference to the cultural shift from words to pictures and the role of meaning in an evolving creative and technological environment. Students present individual and group solutions for the development of a system of symbols and information graphics.

Trimester 4

Trimester 8

Trimester 3

Elective 3

 

Trimester 5

Trimester 9

Trimester 3

PBL202 Problem Based Learning Studio

Problem-based learning (PBL) is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development.

 

The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.

 

Trimester 5

Trimester 10

Trimester 4

CTY201A Typographic Systems

This subject encourages students to analyse and evaluate the effectiveness of contemporary corporate identity and branding systems. Students will develop a deeper understanding of the elements that make a successful brand, challenging the misconception of identity marks as the sole component of a modern brand. Typography and its applications are central features within this subject, providing a level of consistency within a myriad of often, unrelated components. Through lectures, tutorials and practical workshops, students will explore alternative brand touch points and create unique visual expressions within a diverse framework. These strategies and developments will manifest themselves in a variety of environmental and communication pieces, including stationery, advertising communications, signage, way-finding and vehicle livery.

Students will work individually to investigate methods and techniques that can be used to establish a coherent visual language across a variety of mediums. Central to their experience will be the notion of what a brand is and how the designer can add value to business through visual and non-visual components. Students will embrace the function of typography as a vehicle to communicate in literal and abstract terms, developing their understanding of tone of voice, hierarchy structures, and material selection and specification.

Trimester 5

Trimester 11

Trimester 4

Elective 4

Trimester 6

Trimester 11

Trimester 4

DDD203 Discover, Define, Develop, Deliver

The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities.

This subject introduces Problem Based Learning (PBL), mapped out as the 'Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.

Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach.

In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy.

Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond.

Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.

Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.

Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.

Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched.

Thinking like a designer can transform the way you develop products, services, processes – and even strategy.

Trimester 6

Trimester 12

Trimester 4

 

Level 200 electives

CIM200A Life through a Lens

This subject examines ideas and techniques within the practice of narrative photography. Through lectures examining historical milestones in photography and camera and lighting practical tutorials in understanding the accepted rules, students will gain the confidence to make innovative choices in their creative photography production processes. Students will develop creative narrative photography.

Through the production of a multi-panel photo sequence, informed creative choices will be demonstrated.

CIN200A Wayfinding

This subject expands practical and theoretical understanding of Information design and introduces concepts of wayfinding systems. The challenges of navigating three-dimensional spaces, in conjunction with the consideration of time-based issues are also introduced.

Screen-based interfaces and environmental contexts form a key part of this unit as students explore the role of the narrative within the sequenced delivery of information.

CTY202A Type Generation

This subject is concerned with generating typographic letterforms and systems that are expandable in form and application while addressing issues of legibility, readability and versatility. Students will experiment within the frameworks of technical and typographic innovation. Through the creation of key characters, a systematic approach and the context of a cultural framework, communication through abstract shape and image, while still retaining necessary considerations towards readability and accessibility is established.

Students will be encouraged to adopt a mindset of innovation in the production of original alphabets and to consider commercial applications by designing and producing promotional pieces to market their typographic creations.

DID200A Interface Development 1 (pre-requisite DIG103A)

This subject introduces the practical and conceptual skills and knowledge required to design and produce online user interfaces. Students learn how to use compliant standards-based markup and scripting language to develop interfaces. The subject covers concept development, prototyping, development, testing and troubleshooting concepts and techniques typical to interface development. Students also learn how to produce animated elements suitable for online interactive media.

DID201A Content & Technology Systems (pre-requisite DIG103A)

This subject covers the use and customization of content and technology systems for the delivery of online content. Students learn how to generate flexible design solutions to present and manage complex and variable content. The subject introduces online content management systems and specialist development tools, and students will learn how to use and customize these systems and tools to meet specific design and project requirements. Students will also learn about hosting platforms, performance measurement and metrics systems for online content.

DID203A Experience Design 1 (pre-requisite DIG103A)

This subject develops conceptual and practical knowledge and skills in experience design for interactive and online media. Students will use common experience design research methods to analyse audience and content requirements. Students will work through concept development, prototyping, validation and testing phases to improve and refine a user experience design in relation to the requirements of a specific client brief. Throughout students will develop their knowledge and skillset in terms of creating usable and user-centred interactive design experiences

DMD200A Live Action Production (pre-requisite DIG104A)

This subject explores the theory and practice of live action camera-based moving image production. The subject introduces an expanded set of production planning concepts and techniques for video production. Creative and technical aspects of working with cameras, lighting and sound are explored in greater detail. The investigation of film, TV and media theory and history is continued with an emphasis on enrichment of the idea generation and concept development process. Students will also explore the use of video editing and post-production techniques to communicate mood, narrative and information.

DMD201A Motion Graphic Design 1 (pre-requisite DIG104A)

This subject explores the theory and practice of motion graphic design. Idea generation and concept development techniques for motion graphic sequences are explored and practical and conceptual skills in asset creation, kinetic typography, 2D animation and compositing are developed. The history of motion graphic traditions such as broadcast and film title design are investigated as a means of enriching the design process.

D3D201A Character Animation 1 (pre-requisite DIG105A)

This subject introduces the core theory and practice of 3D character animation. Students learn the creative and technical skills needed to rig props and characters for keyframe and performance capture animation. Fundamental character animation theory concepts and principles including character design, narrative, weight and timing are explored in order to inform animation design and development. The subject also introduces particle and rigid body dynamics as means of creating and augmenting animated sequences and content.

D3D202A Modelling & Visualisation (pre-requisite DIG105A)

This subject focuses on the development of modelling and 3D design skills suitable for the creation of photorealistic and animated visualisations. Students will learn 3D design principles and techniques specific to the creation of photorealistic 3D imagery, including texture creation, lighting and photo-real rendering toolsets. In addition to learning about photorealist approaches, students will also have the opportunity to design and develop bespoke stylistic visual approaches as alternatives to photorealism. The subject also explores the creation of animated 3D simulations in order to visualise processes and systems

FA204A Fashion and Social Media

 

Level 300

Elective 5

Trimester 6

Trimester 13

Trimester 5

CDC300A Culture of Change

This subject examines how new ideas and end-user experiences are translated into marketable products or services and how design driven innovation creates new meaning to deliver competitive advantage. It also looks at the seductive power of design thinking to match necessity to utility, constraint to possibility, and need to demand. Working in small collaborative teams students are required to embrace the multifaceted challenges we encounter every day in society, and describe and define an innovative and sustainable solution to a user experience problem.

Trimester 6

Trimester 14

Trimester 5

SEN301Social Enterprise

Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation.

By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.

Trimester 7

Trimester 14

Trimester 5

CDM301A Major Project

This subject examines the effect design has on instigating social innovation and change. Students are introduced to the reality and constraints of working with a real-world client on a major live project. Students will utilise holistic, people-focused methodologies to investigate the social, ethical and human impact of design, whilst ensuring emphasis is placed on the positive effect and critical influence of design on society. By identifying an emotional and authentic core to the project they will be required to demonstrate a critical understanding of the design process so as to move beyond purely commercial and brand centered practices.

Trimester 7

Trimester 15

Trimester 5

CPK301A Packaging and Branding

This subject provides a deeper understanding of packaging design with students designing and producing a complete packaging solution for a product under any brand that delivers visual identity, exceptional in-store shelf presence and user-friendly experience. Ideal solutions will address key sustainability issues while identifying contemporary trends and current industry directions. Where appropriate, suitable live packaging projects may form the basis for detailed briefs. Students are encouraged to create distinct holistic packaging solutions – not merely a refresh of a brand’s visual identity. The more cohesive and distinctive the solution the better. The packaging solution must be commercially viable from materials, printing and merchandising perspectives.

Trimester 7

Trimester 16

Trimester 6

WIL302 Work Integrated Learning

This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future.

Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University.

This subject will develop work ready skills and boost students’ employability while they are_studying.
There are two work integrated learning options available to students:

Option 1: Internship

Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.

Option 2: Industry Live Brief

This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices.

Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

Trimester 8

Trimester 17

Trimester 6

CDM303A Portfolio

This subject focuses on developing a broader understanding of design portfolios and presentations within the context of current industry directions. Students will participate in self-directed research and evaluate contemporary styles and methods of presentation. Students examine target markets, identifying the specific needs and preferences of the design industry by analysing self-promotional, print and digital portfolio materials. This subject provides a framework for students to create a dialogue between themselves and the design industry.

Working independently, students will explore their own design philosophy and use this to compose an effective self-promotional presentation targeting potential employers or clients. Additionally, students will create a design portfolio appropriate to their chosen field, demonstrating an understanding of effective self-branding, page-sequence and personal narrative.

Trimester 8

Trimester 17

Trimester 6

CDC301A Business by Design

This subject focuses on defining the value of design in modern business. It embeds a systematic process for leveraging relationships between design and business processes and encourages students to think through design to exceed user’s needs. Students must understand and influence how people give meaning to things, by transforming ideas from conception to innovative business strategies. Students can generate unique user- centred offerings, build emotional brand engagements and gain insight into all aspects of establishing a unique and viable business. Students are required to conduct research, analyse and define an entrepreneurial and commercially viable opportunity.

Trimester 8

Trimester 18

Trimester 6

 

Level 300 electives

CDT301A  Inspiration to Implementation

This subject builds on the skill sets created in User-centered Design, encouraging students to take a holistic approach to the creation of meaningful ‘cradle to grave’ user experiences. This theoretically based subject challenges students to consider audience, purpose and context, while creating personas & stories to help deliver practical, group outcomes that fuse commercial reality with design thinking tools. It emphasises observation, collaboration, fast learning, visualisation of ideas, concept prototyping, and concurrent business analysis, which ultimately influence innovation and business strategy.

DID301A  Experience Design 2 (pre-requisite DIG103A & DID203A)

This subject covers the scoping, planning, design and delivery of a continuous multi-platform user experience design project. As part of this project, students will develop and integrate promotional and social media strategy. The subject explores agile and iterative design and project management methodologies, and the use of scenario/story-based analysis to inform the design and development of interactive features. The subject also develops and extends students’ skillset in terms of usability testing and validation processes.

DMD300A  Motion Graphic Design 2 (pre-requisite DIG104A & DMD201A)

This subject develops further practical and conceptual skills in motion graphics, reinforcing and extending skills in idea generation, asset creation, kinetic typography, animation, compositing and sound integration for motion graphic design. The subject also focuses on the design and development of 3D assets and animation for motion graphics, and the integration of motion graphics elements with live action footage, as a means of expanding students’ motion design vocabulary.

D3D300A  3D Visualisation, Compositing and Effects (pre-requisite DIG105A & D3D202A)

This subject covers the design and creation of 3D environments suitable for integration with live action and photographic imagery, and the fundamental knowledge and skills required in order to create successful composites of 3D and live action elements. Students will learn the essential compositing techniques required by 3D artists and animators, including tracking techniques for integrating 3D elements into moving camera shots. Students also learn how to prepare, render and deliver 3D design and animation assets in formats suitable for a range of compositing and visual effects uses and applications.

D3D301A  Animation Production (pre-requisite DIG105A & D3D201A)

This subject covers the principles, methods and structures required for collaborative team-based 3D animation production. Students will develop nonlinear, team-based pipelines to coordinate the production of projects with multiple characters, sets, props and assets. Pipeline planning and scripting will be introduced as a way to optimize workflow. The subject also covers animation production and production design concepts and techniques in order to equip students with strategies for the consistent direction of visual style, staging, acting and performance across a collaborative team-based production.

BID301A  Creative Thinking Processes

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice. Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation. This subject also draws on the student’s own experience as a design consumer.

FA303A   Fashion Marketing & Brand Development

Through readings and case studies, students will investigate several occurrences of a fashion in a variety of products with a critical focus on responsible design and sustainability. They will investigate how a design idea moves through the population groups and subcultures of society into mainstream and what other factors govern and influence its outcome, i.e.: how an idea survives and becomes a fashion. They will explore this in the context of trend analysis, fashion marketing and brand development. Students will further expand on their acquired knowledge by developing a marketing strategy for a fashion brand.

 

Campus Locations

BBCD delivers this course at the following campus locations:

  • Sydney: Level 1, 46-52 Mountain Street, Ultimo NSW Australia 2007
  • Melbourne: 196 Flinders Street, Melbourne, VIC 3000
  • Brisbane: 90 Bowen Terrace, Fortitude Valley, QLD, 4006

Campus Facilities and Services

All campuses are designed to provide students with professional spaces in which to learn and work. They have been planned with student study needs in mind with well-equipped accessible learning spaces as well as student breakout areas for group work and spending time with friends. 

Facilities and Services include:

  • The Customer Service Hub – our friendly and experienced staff can give help and advice about courses, your enrolment and campus life, including all services and activities on campus.
  • Counsellors are available for students to consult with on a range of personal issues
  • Student wireless access throughout the Campus
  • Student break-out and relaxed study spaces for group work
  • Student lounge areas – most with microwaves, kitchenette facilities and vending machines
  • The Learning Hub, home to the Learning Support Team, encompasses Learning Skills Advisors, Learning Technology Advisors, and Library & Learning Skills Officers. It provides an integrated, holistic support program for students throughout the study lifecycle within a library/collaborative study environment.

The service includes:

  • Support and workshops with highly qualified staff in the areas of Academic skills, Library skills, and Technology skills, both on campus and online.
  • Physical and digital resources relevant to studies, such as books, journals, multimedia, databases
  • Self-check kiosks for library loans and print and copy facilities

Success Coaches: 

Our Success Coaches are industry and education experts who leverage your strengths to align your learning with your broader life purpose. With a focus on career goals, and trained in Gallup Strength methodologies, your Success Coach will take a strengths-based approach to helping you set your learning and career goals.

Partnering with you for the duration of your studies, the Success Coach is here to make sense of all of the learning experiences, including readiness for and securing of work integrated learning, placements, internships and opportunities in internal enterprises.  All of our coaches are industry professionals, which will give you that inside edge you’ll need to be successful in your chosen career.

Irrelevant of how you like to learn, our coaches are there for you.  Coaching can take place online, or on campus.  Our main priorities are to make sure that you are always well connected and motivated, that you are successfully completing your desired subjects, and that you gain valuable knowledge and experience through participation and engagement, whilst always aligning to your natural talents.

Billy Blue College of Design at Torrens University Australia

Back in 1987 (before Photoshop existed) Sydney design agency Billy Blue Creative was looking for some fresh creative blood to work on their clients’ projects, so they took the only logical step: to open a design school.

What started as a magazine, blossomed into a design agency, then a school and now a university, created by designers for designers. Today Billy Blue College of Design at Torrens University Australia is renowned for its pioneering spirit and high employability rate across a variety of design disciplines, including branded fashion, communication design, digital media design and interior design. Courses are developed by some of the industry’s best designers and lecturers who work in leading agencies.

Gain Real Industry Experience

Billy Blue enjoys a strong connection to the design industry, with opportunities to develop as a professional, work in class on real world projects and grow your own network of industry contacts and clients before you graduate.

With internships and work integrated learning programs involving live briefs, students get the opportunity to work with some of Australia’s leading design firms.

Learn in a Supportive Environment

At Billy Blue you get specialist design courses by designers for designers. Industry experts teach and mentor students, showing them the ropes with industry-relevant skills and super handy career advice.

Billy Blue lecturers don’t just teach; they act as mentors to help you achieve your goals. Committed to your success, your lecturers will work closely with you throughout your study.

Face to Face classes are kept small, with a maximum of 24 students, to ensure that you get individual attention when you need it.

In addition, you have access to industry-standard design computer labs and studio spaces, as well as a well-stocked resource centre to further enrich your learning experience.

Graduate with an Impressive Portfolio …

At Billy Blue, you develop knowledge and skills that are relevant to the industry. You also gain valuable exposure to the industry through the college’s internship program and work-integrated learning initiatives, where you have the opportunity to work on commercial projects with external clients.

You develop a network of contacts and potential clients as well as a professional-calibre portfolio – what every designer needs to land serious work.

Is Billy Blue College of Design well known within the design industry?

Billy Blue was created by the industry for the industry, and maintains strong industry links. All lecturers are industry practitioners, possessing inside knowledge and experience that they pass on to you.

Billy Blue students have previously interned or gained work experience with top design houses and firms, including:

  • Frost Design
  • Futurebrand
  • Hulsbosch Communications
  • Leo Burnett
  • Landor
  • NetX
  • Pearshop
  • The Distillery
  • The Hub Agency
  • Cornwell
  • Interbrand
  • Aer
  • Publicis
  • Precinct
  • Bauer Media
  • Soap Creative
  • Alphabet
  • Made by Fairfax Media
  • The Idea Shed
  • Proto Partners
  • Nowhere Famous
  • Eskimo
  • Mentally Friendly

The college is respected and renowned in the industry - the clear choice for anyone seeking a career in design.

Can Billy Blue help me find work after I graduate?

The college provides you with the opportunity to seek work experience while you study, and also ensures that you graduate with a professional portfolio that can land you serious work.

Design houses and other employers regularly contact Billy Blue when looking to hire, so job opportunities may be communicated directly to you – even before you graduate.

In addition, Billy Blue hosts a graduate exhibition that is attended by top professionals in the design and advertising industries – students have been known to get calls from prospective employers following the exhibition.

Work Placement

WIL302

Work Integrated Learning encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena.

The student either applies to the relevant industry directly or via the Industry Consultant and Success Coach team. Laureate Australia has a dedicated team that will provide assistance with resume and industry contacts. Students meet with their consultant and Success Coach as part of the process so that the correct placement documentation is completed. All industry partners are aware of the primacy of the student’s learning experience and the desired outcomes of their placement. To evidence the agreement of the relationship between the employer and the college, placements and internships are only agreed to with partners who have entered into a formal agreement, in the form of a Memorandum of Understanding. This agreement is drafted and signed by the host/employer, the student and a Torrens representative before the placement begins. The document includes the placement details and terms. Once the documentation has been verified, the student is insured by Torrens and can begin their internship. The Student placement is monitored by interacting with the subject tasks and discussion forum and assessment tasks, through regular meetings involving an appointed academic, the Careers Consultant and the Industry Manager. The Student proceeds to complete 120 hours in this subject including a minimum of 90 hours placement. The student submits their assessment tasks before a pre-determined assessment deadline.

Students undertaking an industry live brief will engage with a similar range of professional experiences to those on placement. Assignment to, and management of, WIL tasks may occur face to face or via a dedicated online platform. Exposure to industry practice will translate into different – yet meaningful – experiences. Apart from the expectation that students complete a minimum of 120 hours of work, projects may be individual or group based; students; students may or may not see projects through to completion but may contribute to (and be assessed on) progress; students may be involved in the initial pitch to clients and/or supervisors for the awarding of the project; students may, or may not, be involved in presenting the project during its progress, or at completion.

A positive student experience

Torrens University values the importance of a positive student experience, and therefore has robust processes to resolve student complaints.  The Student Complaints Policy, and associated procedures, can be access from the website.

Paying for your qualification

We offer two payment options for this course:

Upfront payment

If you want to complete your qualification debt-free you can choose to pay as you go. This means tuition fees will be invoiced each trimester and payment is required on or before the due date using EFTPOS, credit card or Flywire.

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Further information about FEE-HELP, including eligibility, is available at:

FEE-HELP website

FEE-HELP booklets

Austudy and Abstudy

Students enrolled in this course may be eligible for government assistance, such as Austudy or Abstudy.

For full course and Billy Blue College of Design details go to the college website

Frequently Asked Questions

Are Billy Blue qualifications recognised?

Yes, all Billy Blue qualifications are accredited by Torrens University Australia and nationally recognised. In addition, Billy Blue’s close industry links ensure that your Billy Blue qualification is highly respected within the design industry.

Is Course Credit available?

Yes, course credit is available upon application and academic approval.  This credit can take the form of credit transfer, block credit, or Recognition of Prior Learning (RPL).  For further information, consult our friendly Course and Careers Advisor, or visit the website.

Are any payment options or financial assistance available?

Billy Blue Bachelor Degree courses are eligible for FEE HELP (Australian students only). FEE-HELP is Australian Government’s loan scheme for higher education degree courses. It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

What materials and equipment will I need to provide?

All students are required to bring a laptop to class.

Hardware minimum specs:

PC

  • Intel i3 Processor 2GHz or higher
  • Windows 7 or later
  • 14-inch screen or larger or a minimum resolution of 1400 x 900 pixels
  • 8GB RAM or higher
  • 256MB video card (minimum)
  • 500GB hard drive

Mac

  • Intel i3 Processor 2GHz or higher
  • Mac OS X Lion 10.7 or higher
  • 14-inch screen or larger or a minimum resolution of 1400 x 900 pixels
  • 8GB RAM or higher

Software requirements:

  • Adobe Photoshop CC
  • Adobe Illustrator CC
  • Adobe Acrobat Professional CC
  • Adobe InDesign CC
  • Microsoft Office (Home and Student suite) with Excel 2010 or later version

We recommend students purchase a subscription membership with Adobe Creative Cloud (Student and Teacher Edition). We suggest the ‘Complete — Student version’, which is heavily discounted and provides full access to all Adobe applications. At time of writing, it is advertised at AU $28.59/month.

For more detail, visit Australian Adobe site: https://creative.adobe.com/plans?store_code=au

Please Note:

Internet access is required for software activation and validation of subscription, as well as to online services.

 

Contact Us

Website:          https://www.billyblue.edu.au/contact-us

Phone:         1300 851 245

Contact Us

www.billyblue.edu.au/courses

Billy Blue Sydney Campus

Level 1, 46-52 Mountain Street Ultimo NSW Australia 2007

Billy Blue Brisbane Campus

90 Bowen Terrace
Fortitude Valley QLD Australia 4006

Billy Blue Melbourne Campus

196 Flinders Street, Melbourne  VIC Australia 3000

 

 

Frequently asked questions - Bachelor of Communication Design

Graphic design is now seen as just one element in a broad and evolving field of visual communication disciplines. The nature of the visual communication industry is such that designers are often required to work across a range of disciplines and media including the digital environment. The communication design stream aims to produce imaginative designers who work creatively in areas where information and ideas are primarily conveyed by visual means.

If you have previously studied or worked in the design industry, you may be eligible to receive a subject exemption that can potentially shorten the length of your Billy Blue degree or diploma. Read more about recognition of prior learning.

Billy Blue College of Design has recognised pathways to help you gain entry into the Bachelor of Communication Design based on the criteria you are able to meet. Explore your pathway options.

If you have an exciting portfolio but have not completed a High School Certificate or equivalent, we have created a pathway with one of our partners - CATC Design School. CATC is a successful vocational sector design school where students graduate with excellent hands-on, industry relevant skills. Mature aged students (aged 21 or over) are also welcome to apply directly to Billy Blue based on work experience and an existing portfolio. Read more about recognition of prior learning. For more information on the CATC Design School pathway or about applying directly please ask a Course and Careers Adviser.

We use the latest industry-standard software in all our courses. This changes all the time as industry standards and software programs evolve. Contact us for more information.

Yes, you must bring your own laptop to class. This is part of our commitment to preparing students for the mobile work practice of the 21st Century. There are also some workstations and design software on campus.

Yes, if you are an eligible Australian student you can defer your future fees. International students need to pay each trimester in full before it starts. Learn more about fees here.