SPA1001 Game art I
- Course codeSPA1001
- Number of credits30
- Teaching semester2027 Spring
- Language of instruction and examinationEnglish
- CampusHamar
- Required prerequisite knowledge
Recommended prerequisite knowledge: GA1001 Introduction to Digital Art and Game development
This course provides students with the opportunity to specialise in a chosen area of Game Art in a collaborative and interdisciplinary learning environment. Students will work with their chosen specialisation under supervision while gaining awareness of the others. The course is divided in two parts. The first part is a preparation for developing a single-player character game in interdisciplinary teams and focuses on the artistic sides of game design. The second part is development of the game its selves together with students from Bachelor in Game Technology.
Key content: creative exploration, art specialisation, prototyping, grey-boxing, development methodologies (incremental prototyping, iterative design, co-design, co-production).
Focus areas for the different tracks:
| Specialisation | |||
| Game Animator | 3D Game Artist | 2D Game Artist | Technical Game Artist |
|
|
|
|
Learning outcome
Upon passing the course, students have achieved the following learning outcomes:
The student
- can demonstrate understanding of game development methodologies, including incremental prototyping, iterative design, co-design, and co-production
- can explain the role of prototyping and grey-boxing in early-stage game design and development
- understand the principles of interdisciplinary collaboration in game production pipelines
- has knowledge of the core principles and methods within their chosen specialisation
- has knowledge of tools, software, and workflows specific to their specialisation
The student
- has skills in how to apply techniques to create digital assets within their chosen track
- understands how to utilise tools and software effectively in digital art and game development workflows
- can use incremental and iterative design methods to plan, test, and refine game features
- can create visual assets and experiences that educate, engage, and inspire users about sustainability challenges and solutions
- has skills to collaborate with peers in a multidisciplinary environment using communication and workflow methods
- has skills in how to analyse and improve their own work based on feedback and critique processes
The student
- is able to demonstrate an understanding of ethical considerations and cultural sensitivities in the creation of digital content for games and interactive media
- can demonstrate an understanding of ethical considerations and cultural sensitivities in the creation of digital content for games and interactive media
- can plan and carry out a complete game development cycle, from concept to playable prototype
- is able to adapt their work practices to meet industry standards and project requirements within a collaborative production environment
- is able to justify the professional choices made in the development process both in writing and orally
- is able to reflect critically on team processes, methodologies, and outcomes, suggesting improvements
The students work both individual and in groups to solve given assignments. Teaching is mostly done through pre-recorded videos or presented reading material. Learning is done primarily through learning activities in class, individual or in groups.
Each topic is introduced with study materials such as texts, pre-recorded video-lectures and online tutorials and minor assignments to be completed through self-study either individually or in groups prior to class. In class, there are student learning activities in the form of individual and group-based assignments, as well as group discussions, critique, pitches, and workshops.
Supervision will be conducted both at an individual level and in groups or project teams. This is to ensure that each student has the specific teaching resources and guidance needed in the collaborative projects and productions where “problem-based-learning” is used.
- 2 individual assignments
- 1 group assignment
- Attendance in all organised activities
| Form of assessment | Grading scale | Grouping | Duration of assessment | Support materials | Proportion | Comments |
|---|---|---|---|---|---|---|
Portfolio examination | Passed - not passed | Group |
For group exams /assignments, all participants in the group are collectively responsible for all content in the assignment / product / presentation.