DCX101 DESIGN CONTEXTS

Design Context is a foundational subject that introduces students to the designed world and their place within it. Students are encouraged to explore the interconnected nature of design and its capacity to inspire change, drive progress and navigate complex challenges. Through observation, research and iterative approach students will develop a series of creative responses that demonstrate an awareness of the value of design and its ability to create meaningful interactions for people, communities and their environments.

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.

DIG100A EXPERIENCE, INTERFACE, INTERACTION

This subject provides an introduction to the fundamental theory and practice of interaction design. Key concepts including experience, interface and interaction are explored, along with fundamental technologies, services and platforms pertinent to the design and production of interactive digital media. Students will also investigate the social, cultural and technological frameworks that inform interaction design and identify the relationships between each.

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.

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.

DIG103A INTERACTION DESIGN

This subject explores the groundwork theory and practice of user experience (UX), user interface (UI) and interaction design for digital media. The subject covers the core research phases of UX, before enabling students to create UI and web based solutions to identified problems. Students will focus on interpreting and structuring information architecture and will also focus on the visual aspects of UI 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 & 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

DIG102A DRAWING FOR CONCEPT DEVELOPMENT

This subject develops foundational skills in drawing, visual perception and exploration. Students engage with the practice and theory of various drawing modes, including life and environmental drawing, in order to enrich the concept development process. In addition to developing general visualisation skills students will also work in concept development forms specific to specialist areas of digital media practice.

DSO201 DESIGN STUDIO 3

The subject introduces business practices such as costing, time management, value engineering and general models of monetizing 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 industry such as time management charts with typical dependencies highlighted and costed.

D3D200A CHARACTER MODELLING

(Pre-requisite DIG105A)
This subject focuses on the design and modelling of characters suitable for 3D visualisation and animation. The subject explores organic and inorganic modelling principles and techniques for character body and face creation. Students learn how to create surface and subcutaneous anatomy, and how to create 3D textures by manipulating original source imagery. Throughout the subject, students learn how to apply concepts and principles of character creation to visualise personality, emotion and affect in 3D virtual characters.

D3D201A CHARACTER ANIMATION

(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

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.

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.

D3D202A MODELLING & VISUALIZATION

(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.

D3D203A CHARACTER ANIMATION 2

(Pre-requisite D3D201A)

This subject further develops creative and technical knowledge and skills in character animation. The subject covers the creation and application of custom character rigs along with facial, muscle and deformation systems to enable complex character animation. Traditional acting and directing concepts and principles are explored as a means of informing the character animation process and enriching animated performances. The subject also explores the use of nonlinear and procedural animation techniques as part of an animation production pipeline.

SEN301 SOCIAL 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.

D3D300A 3D VISUALISATION, COMPOSITING & EFFECTS

(Pre-requisite 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 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 optimise 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.

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.

DIG301A PORTFOLIO DEVELOPMENT

In this subject students will research and develop self-promotion materials in preparation for employment. Students will be expected in this unit to review, revise and edit their existing body of design work. They will be expected to frame and deliver this work with an emphasis on self-reflection and identification of a personal brand and value proposition in relation to a chosen design industry sector.

D3D302A EMERGING PRACTICE IN 3D DESIGN & ANIMATION

This subject addresses new and emerging technologies, methods and practice within the 3D design and animation field. Students investigate specific current examples of emerging practice within the field, assess their potential applications and appraise their creative and commercial potential. Students gain practical experience in the adoption of new concepts, processes and techniques through the completion of a research project. The subject also requires students to critically reflect on, document and communicate a research process and findings to a 3D design and animation community of practice