Course Title: Create 3D digital models
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: COSC6174C
Course Title: Create 3D digital models
School: 360T Education
Campus: City Campus
Program: C4327 - Certificate IV in Tertiary Preparation
Course Contact : Pogram administration
Course Contact Phone: 9925 4015
Course Contact Email:stephen.skok@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teacher: Arthur Michalopoulos
Phone: 9925 4111
Email: arthur.michalopoulos@rmit.edu.au
Nominal Hours: 75
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
N/A
Course Description
This course describes the skills and knowledge required to Create 3D Digital Models
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CUFANM303A Create 3D digital models |
Element: |
1 Clarify work requirements |
Performance Criteria: |
1. With reference to production documentation, clarify requirements and purpose for 3D digital models |
Element: |
2 Create 3D digital models |
Performance Criteria: |
5. Use software features to block out models to determine correct proportions in relation to reference materials |
Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competence of the above elements. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF) They contribute directly to the achievement of ACSF indicators of Speaking and Listening competence at Level 4:
http://www.deewr.gov.au/Skills/Programs/LitandNum/ACSF/Pages
Details of Learning Activities
Learning activities will consist of
- lectures
- workshops
- practical exercises
- discussions
- screenings
- independent research
Teaching Schedule
Teaching schedule
NB: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs
| Week | Class content | Assessments | Elements |
| 1 | Course outline. Intro/group discussion. What is 3D? A more inclusive approach utilising broader artistic traditions. Researching on the web. Previous Student examples Discussion of ‘Steampunk’ and associated traditions Assessment task 1 Design brief (formative) |
1.2.3.4 | |
| 2 | 3D basics Eg. Overview of 3D process, Representing 3D space. The Universe, Cartesian grid, the origin, primitive objects, Interface & incremental values, selection modes, project & file management |
1.2.3.4 | |
| 3 | Maya basics/modelling tools | 5,6,7,8 | |
| 4 | Maya basics/modelling tools. Eg. Making simple objects, layers, etc Assessment task 2 Develop brief (formative) & class discussion |
Presentation & submission of Assessment task 1: Design | 1,2,5,6,7,8,11 |
| 5 | Maya basics/modelling tools. Eg. Making simple objects, Nodes & Attributes, The edit polygons menu |
4,5,6,7,8,10 | |
| 6 | Maya basics/modelling tools. Eg. Making simple objects, Nodes & Attributes, The edit polygons menu | 4,5,6,7,8,10 | |
| 7 | Maya basics/modelling tools Eg. Polygon menu, The edit polygons menu , object display, Polygon menu, The edit polygons menu. | 4,5,6,7,8,10 | |
| 8 | Maya basics/modelling tools Eg Append to Polygon tool, Mirror poly. objects, Object Rendering a Scene. Introduction to lighting | 4,5,6,7,8 | |
| 9 | Mood and atmosphere in film. Examples through history/cinematography Lights in 3D - global, intensity, fall off, colour, shadows, 3 point lighting. Overall Technical review Assessment task 3 Final build brief (summative) |
Presentation & submission of Assessment task 2: Develop | 4,5,6,7,8,10,11 |
| 10 | Introduction to NURBS Modeling techniques including modelling with curves to create patches | 3,4,5,6,7,8 | |
| 11 | Conversion of NURBS models to polygons for further manipulation | 4,5,6,7,8,10 | |
| 12 | Design/research for colour & textures General Project work |
4,5,6,7,8 | |
| 13 | Introduction to key-framing and using deformations to animate | 4,5,6,7,8,10 | |
| 14 | Continuation with Project work/class review | 4,5,6,7,8,10 | |
| 15 | Continuation with Project work/class review | 1,2,4,5,6,7,8,10 | |
| 16 | Project work finalization/review & discussion | Presentation & submission of Assessment task 3: Final build | 1,2,9,10,11 |
Learning Resources
Prescribed Texts
References
Other Resources
Extensive use of web for research as required
Field trips and associated drawing materials both required - and provided by RMIT
Overview of Assessment
The delivery of the teaching schedule will be contextualized in a semester project that will consist of researching and creating 3D elements that will form an object in the characteristics and style of the ‘steampunk’ movement. This object needs to be contextualized as part of a stage set (theatrical environment) showing appropriate mood and atmosphere
Assessment Tasks
Project Brief
From a combination/assemblage of largely mechanical/industrial elements, build and animate an object in the characteristics and style of the steampunk movement. This object needs to be contextualized as part of a stage set (theatrical environment) showing appropriate mood and atmosphere
This project will be broken down into three separate assessment tasks:
- Assessment task 1 Design (formative assessment)
- Assessment task 2 Develop (formative assessment)
- Assessment task 3 Final build (summative assessment
Assessment Matrix
Course Overview: Access Course Overview