UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location
of Delivery
Futureworks
3. University School/Centre
School of Film, Media and Performance
4. External Accreditation
N/A
5. Title of Final Award
BA (Hons) Game Art
6. Modes of Attendance offered
Full Time
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
Communication, Media, Film and Cultural Studies
9. Other external influences
N/A
10. Date of production/revision of this
form
26th February 2013
11. Aims of the Programme





To create the next generation of game artists for the video game industry
To foster skills in each individual game artist to equip them with the necessary depth of
knowledge to address a range of professional game art problems
To produce game artists with the skills to investigate, analyse and present visual information as
well as interpret briefs related to games to an industry standard
To develop and nurture an awareness of a game artist’s role and responsibilities within the video
game industry as an individual and as part of a team
To equip game artists with the capability to focus on their personal and professional aspirations
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
On completion of the programme students will be able to:
A1. Use fundamental art theory to inform their practical work
A2. Use historical and contemporary developments to interpret the practice and significance of the
games industry in society today
A3. Identify and select from a range of game art techniques to inform their personal work-style
A4. Display a competence within a specialist area of game art
A5. Employ visual language in the creative process
Teaching and Learning Methods
Knowledge and understanding is traditionally gained largely through lecturer input. Whilst lecturer
input will be important on this programme a significant proportion of knowledge and, particularly,
understanding is gained through student-generated learning, research, directed and self-selected
learning, structured tasks and assignments, and project work. Tutorials will facilitate exchange of
knowledge, exploration of subject boundaries and provide a forum for building on the knowledge base
and enhancement of understanding.
Assessment methods
Knowledge and understanding is assessed using a variety of methods. The principal methods of
assessment for this skill area will be:
Essays
Presentations, individual and group
Sketchbooks
Interactive Game Levels
Projects
Project Plans
Portfolios
Showreel
2D and 3D game assets
Timed examinations
Formative assessment supported by tutor feedback will be employed throughout the programme and
will aid the development of knowledge and understanding. Feedback will be a crucial component of
summative assessments.
B. Subject-specific skills
On completion of the programme students will be able to:
B1.
B2.
B3.
B4.
Develop an idea from a conception through to a final outcome
Generate and employ creative ideas to produce distinctive work
Use a variety of contemporary techniques to produce professional game art
Employ professional practices and procedures to produce and present work
Teaching and Learning Methods
For subject-specific skills the teaching and learning methods will focus on practical workshops,
projects and self-learning, supported by tutor input and directed study. The challenge of developing
creative skills will be addressed by cultivating a variety of creative techniques drawing on a critical
appreciation of the visual and narrative heritage underpinning the game art world.
Students will gain a working knowledge of creative possibilities, exploring their own creative potential
in a critical and supportive environment.
Assessment methods
Subject-specific skills will be primarily assessed through practical outputs, specifically:
Sketchbooks
Portfolios
Projects
Project Plans
Interactive game levels
2D and 3D game assets
Formative assessment supported by tutor feedback will be employed throughout the programme and
will aid the development of subject-specific skills. Feedback will be a crucial component of
summative assessments.
C. Thinking Skills
On completion of the programme students will be able to:
C1.
C2.
C3.
C4.
C5.
Research and interpret material and stimuli in order to synthesise informed ideas
Critically analyse and evaluate a variety of complex information
Formulate evidence-based arguments and engage in debate
Identify and solve a range of multifaceted problems
Synthesise and refine visual and verbal ideas and concepts as a part of the creative process
Teaching and Learning Methods
Students develop thinking skills through the challenge of undertaking set tasks and assignments
supported by significant tutor input throughout the programme. For example, research techniques are
taught in contextual-based modules and then developed through completing assignments and
receiving feedback on the results. Students will be closely supported in the process of synthesising
ideas and concepts and translating them into creative artefacts.
Assessment methods
Assignments which primarily assess knowledge, understanding and subject-specific skills implicitly
contain a thinking skills component; thus, every assignment will assess thinking skills to varying
degrees.
Formative assessment of thinking skills, supported by tutor feedback, will be employed throughout the
programme. Feedback on written and oral assignments will include comment on the employment of
thinking skills.
D. Other skills relevant to employability and personal development
On completion of the programme students will be able to:
D1. Communicate complex ideas and arguments confidently and effectively using oral, visual and
written methods
D2. Work successfully in groups and interact with others in a variety of professional contexts
D3. Implement time management techniques to plan and execute complex projects
D4. Perform critical self-analysis, identify skills gaps and plan personal development to maximise
employment potential
Teaching and Learning Methods
As this is a vocationally focused course employability skills are central to the whole student
experience. The challenge for the programme delivery team is to ensure that the employability
benefits of the subject-specific skills are complemented by the parallel development of personal skills
such as communication and team working.
This will be achieved through the design of tasks and assignments that demand skills beyond those
that are technical and subject-based, and call for a broader personal skills set. Tutor input and
feedback in a supportive context will help students to build on their positive traits and address gaps
and weaknesses in their profile.
Assessment methods
The centrality of vocational skills throughout the programme results in all assessments being directly
or indirectly related to employability and personal development. The assessment methods which are
particularly significant are:
Essays
Personal Development Plans
Reflective journals
Presentations, individual and group
Projects
Digital Showreels
Throughout the programme feedback on formative and summative assessments will help students
develop their employability and personal development skills.
13. Programme Structures
Level
6
Module
Code
DD3451
DD3452
DD3453
DD3454
5
DD2451
DD2452
DD2453
Module Title
3D Technical Art 2
Honours Project
Personal and Professional
Development
Visual Design 3
3D Technical Art 1
3D Modelling 2
Contemporary Contextual
Studies
DD2454
Visual Design 2
4
DD1451
Observational Drawing
DD1452
Games Design Fundamentals
DD1453
3D Modelling 1
DD1454
Historical Contextual Studies
DD1455
Visual Design 1
15. Personal Development Planning
14. Awards and Credits
Credit
rating
40
40
20
20
40
40
20
20
20
20
40
20
20
Bachelor Honours Degree
Requires 360 credits including a
minimum of 120 at Level 5 and
120 at Level 6
Bachelor Degree
Requires 320 credits including a
minimum of 120 at Level 5 and a
minimum of 80 at Level 6
Diploma of Higher Education
Requires 240 credits including a
minimum of 120 at Level 5 or
above
Certificate of Higher Education
Requires 120 credits at Level 4 or
above
Introduced at induction, the purpose and process of PDP will be explained and students will be
provided with a PDP template. At each level one module is identified as the primary vehicle for
addressing PDP. Within the identified modules tutors will discuss the ongoing PDP process on a oneto-one basis, helping students to build on their strengths and identify and address gaps in their skill
set. The Level 6 module “Personal and Professional Development” specifically requires students to
research and use analytical techniques relating to personal development and employability and
develops a high-level approach to Personal Development Planning.
Throughout the learning process students will be encouraged to identify and evaluate their personal
development activity. Many practical assessments employ reflective journals which will assist
students in this process.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website for
the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
UK Applicants:
Except in exceptional circumstances, UK applicants must attend an interview. Once your application
has been processed you will be sent a letter stating the date you that you are required to attend, and
what will be required of you. If it is not possible for you to attend on the date proposed, please contact
us to rearrange a date or agree alternative arrangements.
All successful candidates must have achieved the following:
 Achieve a minimum of 240 UCAS tariff points at A2 or equivalent
 Grade C in GCSE Maths and English or an equivalent; UK equivalents include key skills level
3 or functional skills level 2
European Applicants:
European applicants may not be able to attend an interview in the UK. Once your application has
been processed, you should submit an e-portfolio, CD or DVD of your recent work; this will be
followed by a telephone interview.
17. Key sources of information about the programme




Course factsheet
Student course handbook
Futureworks prospectus
Futureworks website
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level
Module
Code
Module Title
Core (C),
Compulsory
(COMP) or
Option (O)
Knowledge and understanding
LEVEL 4
LEVEL 5
LEVEL 6
A1
Note:
DD3451
3D Technical Art 2
COMP
DD3452
COMP
DD3454
Honours Project
Personal and Professional
Development
Visual Design 3
DD2451
3D Technical Art 1
COMP
DD2452
COMP
DD2454
3D Modelling 2
Contemporary Contextual
Studies
Visual Design 2
DD1451
Observational Drawing
COMP
DD1452
Games Design Fundamentals
COMP
DD1453
3D Modelling 1
COMP
DD1454
Historical Contextual Studies
COMP
DD1455
Visual Design 1
COMP
DD3453
DD2453
X
X
COMP
COMP
X
X
X
COMP
COMP
A2
X
X
X
X
X
X
X
X
X
Subject-specific Skills
Other skills relevant to
employability and personal
development
Thinking Skills
A3
A4
A5
B1
B2
B3
B4
C1
C2
C3
C4
C5
D1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Programme Learning Outcomes
X
X
X
D3
D4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
D2
X
X
X
X
X
X