Students are introduced to the art and processes of animation using 3D software.  The depiction of emotional and physical forces using basic principles of animation is examined.

The cinematic side of video games is extremely important. In the case of game and level development, cinematics involves cameras moving through space. One must learn how to move a camera through an environment and understand the difference of shooting for space versus shooting for story. Composition, layout, pace and movement are all elements focused on in this course.

In this general education course, students are introduced to the historical evolution and impact of video games.  This class explores the origins and evolution of games, as well as the key historical figures that have been so influential to this industry.  It also explores the impact video games have had on society as they become more firmly entrenched in our lives and our culture.

Students are introduced to the creative and technical aspects of polygonal and NURBS 3D modelling, especially as used in the Games industry.

In this course students will gain an understanding of classic perspective. Students will design basic props, layouts, and location designs, imagined and real. The techniques taught in this class are instrumental as they become more advanced and create higher levels of concept art.

This course focuses on oral communication skills. Using cooperative learning strategies, students are encouraged to work together to prepare, design, and deliver creative presentations. Students will apply professional presentation techniques to become the best presenters they can possibly be. Activities will include in-class discussions/applications, working with others, investigating different resources as well as the required resource(s), and analyzing one’s own experiences as well as the experiences of others. 

In this course students will learn how to create drawings of environments and objects using one, two and three-point perspective with traditional drawing tools and methods as well as approaches of drawing that allow the artist to approximate accurate perspective.  Students will explore different methods of creating a sense of depth in two-dimensional drawing.

This course examines the nature of storytelling through projects in digital media involving the study of contemporary art history, literature, film and cultural studies.

This course focuses on the continued study of movement and expression of character and personality forces in character animation.

During the course of the term, students will undertake creative work and research for a Chase Scene Production to further their understanding of scene anatomy within a sequence. The understanding of camera movement and basic editing is undertaken by each student as they create ‘game level fly-throughs’ and ‘cut-scene’ cinematics.

Elective general education courses appear in your program of study as GNED 0000. This is called a “placeholder.” This placeholder is replaced by an actual course that you will select from a list of available "elective" general education courses when you register in the relevant semester.

Please note that the type and number of elective courses available will vary from semester to semester and from year to year.

Please visit the General Education website for more information.

Students will begin to discover the non-linear, interactive nature of games through the exploration of 3D space within an industry-leading 3D game engine.  Later, students are introduced to the extensibility of the 3D game engine, importing their own assets to be used at runtime. Projects are developed in conjunction with other classes during the semester.  Students will begin developing assets in industry standard 3D and image editing applications.

Students continue to explore the creative and technical aspects of 3D modelling, investigating various uses in film, TV and especially games, and the reasons for applying both.  Students are also introduced to rigging, the design of control structures of objects for animate ability.

Students will examine the aspects of pre-production design basics. In this course, students enhance their knowledge of perspective through the further creation of production layouts, location designs and props.

Students are introduced to the related issues of 3D cameras, lighting, materials and rendering in digital filmmaking and interactive environments. Using skills acquired in drawing, color application, composition and storytelling projects, students manipulate project components in the production and post-production process.

In this course students develop solid observational skills using a variety of techniques, materials and supports. Students will explore figure drawing and still life objects incorporating background and design elements., perspective and composition are addressed.

This course continues to examine the nature of storytelling through projects in digital media involving the study of contemporary art history, literature, film and cultural studies.

 Students learn intermediate design and animation techniques to support the development of characters for use in real-time game systems.  Working with animated character performances via several projects, students begin to fully explore the creative possibilities in 3D filmmaking for games.  Focus is applied to both linear and event driven forms of storytelling and animation.  

This course provides students with essential communication skills. This course emphasizes skills needed to meet performance levels demanded by assignments in other core subjects and eventual career employment.

This course emphasizes concepts of critical thinking and problem-solving skills. As a result, students will develop flexibility in adapting messages which achieve appropriate results.

This course is a study of theoretical perspectives and debates in cinema and culture. Students focus on the cultural impact of cinema and how it impacts the audience, industry and reflective works. Students will be evaluated on their ability to research, analyze and present theories related to these topics.

Students are introduced to game theory using a variety of different models.  Given conventions are challenged and broken down to illustrate both modes of play and elements of game construction.  Rich-media applications are introduced at a foundation level with the intent to use these applications to prototype 2D game engines and online games in future courses.

In this course, students will learn advanced level, character design, and introduction to digital painting. Advanced lighting and color theory will be covered. The focus will be to paint basic scenes. Each exercise introduces a new lighting or material scenario. Techniques taught here will be invaluable when generating more complex designs as students progress. 

Students apply developed skills to explore the creation of interactive 3D games and level design.  Students explore the development of environments for specific tasks and game needs.  Students are introduced to level optimization and workflow management for larger projects.  Assignments are supported by projects developed in concurrent courses.

Students learn intermediate techniques in applied design, modelling, the use of digital sculpture and rendering in games.  Critical skills necessary for effective visual presentation are developed.  Select assignments support projects developed in LEVEL DESIGN I.

Students explore more complex forms of lighting, materials, and rendering techniques.  Students refine their skills developing photorealistic digital imagery, and are introduced to more complicated forms of non-photorealistic imagery. Students will be encouraged to develop personal styles and techniques.

Students execute a series of studies focusing on comprehensive animated character performances. The development of critical assessment skills and facility in visual rhythm is emphasized. Further instruction in animation through the use of structured critiques and exploration of advanced animation interfaces in Maya is provided. Lip-synching and dialogue animation are presented.

Students continue to explore game theory using a variety of different models.  Students continue to examine the nature of games, and analyze the differences and similarities between single player game objectives, and the objectives of multiplayer games.  Rich-media application skills are further developed with a focus on gaming.

This course introduces students to the process of programming and fundamental coding concepts such as algorithms, variables, operators, arrays, functions, conditional statements, events, classes and objects. No prior programming experience is assumed. Programming concepts and techniques are illustrated and practiced using a popular integrated development environment (IDE). Students are introduced to a variety of game coding techniques such as object creation and control, animation, artifical intelligence, and collision detection. To reinforce the material, students will be required to code several small programs and simple 2D games. A term project will assess the student’s ability to integrate and extend the game programming techniques covered in the course.      

Building on the skills from Illustration I, students will gain a solid understanding of traditional as well as digital tool sets to create Concept Art. By learning to draw and paint the world in believable ways, training their eyes to see effectively, students will be able to communicate ideas, conceptualize fantastical, landscapes, props, and characters create professional level concept art.

Students continue to explore the development of environments for specific tasks and game needs.  Students research architectural and cultural style, while re-creating and applying them within the game engine.  Students continue to apply level optimization and workflow management for larger projects.  Assignments are supported by projects developed in concurrent courses.

Students learn advanced techniques in applied design, modelling, sculpting, and rigging for games.  Optimization skills are focused upon.  Critical skills necessary for effective visual presentation continue to be developed. Students leverage real-time physics systems for dynamics.

This course is designed to provide an environment wherein faculty provides feedback in preparation for the final year of study and development of a final portfolio and reel applicable to the games industry.  Students must include a selected number of representative pieces from various courses in previous semesters.  Issues of reel/portfolio production and professional resumes and packaging are addressed as students become familiar with current demands of game studios.

Students explore more complex forms of lighting, materials, and rendering techniques.  Employing a variety of piplines, students will generate advanced textures, materials and shaders for use both by high end rendering tools and real-time game engines. Students will be encouraged to develop personal styles and techniques.

Students continue advanced applied design and animation techniques to support the development of characters, vehicles and other props for use in real-time game systems.  Using animated character performances via several projects, students also explore the need for narrative to provide back-story and progression within the context of games.  

In this course, students will develop solid observational skills using a variety of techniques, materials and supports. Students will explore figure drawing and still life objects incorporating background and design elements. 

Students will use this opportunity to document and prepare complete capstone project proposals of their own creation for approval for Game Design Studio (DESN 6320).  Students will develop their own game industry capstone project ideas, researching current techniques and advancements in their selected discipline of study. 

This course will leverage skills developed in Communications, Drawing, Game Theory and Application and Level Design Courses.

Students continue to explore game theory as applied to single player and online games.  Pre-production, production workflow and strong scripting practices are all leveraged as students implement previously developed skills in order to prototype 2D game projects using rich-media applications.

Building on the fundamentals of programming covered in CODE4300 (Games Coding I), this course delves deeper into the process of programming as it applies to game development. Students will be exposed to more advanced programming constructs and structures, and further explore several programming techniques commonly required in game development such as user interaction, animation, and collision detection. Some basic game types (e.g. platform games) will be used to organize and demonstrate the programming concepts and techniques. Using Adobe’s Flash multimedia authoring environment, students will apply the material by modifying and creating code to develop several fully functioning 2D games in a variety of genres.

Students apply developed skills to explore the creation of interactive 3D games and level design.  Students apply physics models and special effects within the real-time environment to further enhance the gaming experience.  Advanced techniques in level design and optimization are introduced. Students will also bring custom actors and classes into the game environment.

Students continue advanced techniques in applied design, modelling, the use of lighting, materials, and rendering in games to support the development of modular sets, custom user interfaces and other props for use in real-time game systems.  Advanced technical skills in the development of shaders, textures and materials in conjunction with complex lighting setup equip the students with the ability to generate assets for animated cut scenes and game projects with rich visual appeal.

Students explore more complex forms of lighting, materials, and rendering techniques in games. Advanced technical skills in the development of shaders, textures and materials in conjunction with complext lighting setup equip the students with the abilitiy to generate assets for animated cut scenes and game projects with rich visual appeal.

Students are encouraged to apply their problem-solving skills and critical eye to the various aspects of asset creation from pre-production through completion. Working from design documents developed in Game Proposals, students will work from asset lists to support game development in both Game Theory and Application IV and Game Design Studio.  Students are mentored in these self-directed projects to best present their ideas and vision. Students wrap up the course preparing, rendering and refining assets for use in their final demo reel and portfolio.

Students apply developed skills to explore the creation of a game industry specific Capstone project.  Working from design documents developed in Game Proposals (PROD 5300), students will produce a self directed project focused on environmental design, level design, advanced modeling techniques, scripting, rigging, animation or similar industry specific areas of discipline. Students will be required to explore new areas of research while applying acquired skills. They will also present their findings in the form of a post mortem of their individual capstone projects. Students are mentored in these self-directed projects to best present their ideas and vision. Work will be represented in their demo reel and portfolios.

In this project-centric course, students leverage developed skills to create an original 2D game prototype.  Students are responsible for the entire production process, from proposal to development, through to final implementation and presentation.

Student projects, which are largely self-directed, demonstrate personal focus in areas of preference. This course provides critical direction in the chosen area of specialization, providing students mentorship with their projects on an individual basis. Students also focus on the refinements of their portfolios and reels. Professional job search processes, interview skills and the refinement of student reel/portfolio packaging are addressed.