Course Title: Create 3D digital environments
Part B: Course Detail
Teaching Period: Term1 2013
Course Code: COSC5384C
Course Title: Create 3D digital environments
School: 345T Media and Communication
Campus: City Campus
Program: C5218 - Diploma of Interactive Digital Media
Course Contact : Program Administration
Course Contact Phone: +61 3 9925 4815
Course Contact Email:email@example.com
Name and Contact Details of All Other Relevant Staff
Teacher: Mr Arthur Michalopoulos
Phone: 9925 8080
Nominal Hours: 30
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
This course describes the skills and knowledge required to generate 3D environments using current 3D software that shows an integration of appropriate elements within an aesthetically unified design
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
CUFANM502A Create 3D digital environments
1 Clarify work requirements.
1.1 With reference to production documentation, determine requirements and
1.2 In consultation with relevant personnel, determine work flow sequences to
1.3 Select software that best suits the type of production and delivery platform
1.4 Gather and analyse reference materials to help with visualisation of 3D
2 Create 3D digital environments
2.1 Use software features to build a pre-visualisation of environments in relation to reference
2.2 Build environment models and progressively refine models until they meet
2.3 Check integrity of models and ensure spatial relationship meets design requirements.
2.4 Apply texture coordinates as required.
2.5 Create and incorporate matte paintings as required
2.6 Manipulate software features to apply lighting and shaders as required.
2.7 Experiment with different lighting rigs and select a rig that meets design requirements.
2.8 Continuously refine all aspects of 3D digital environments until the required creative effect
2.9 Submit environments to relevant personnel for comment on whether production
3 Finalise projects.
3.1 Render and output environments in required format and submit to relevant
3.2 Finalise projects according to enterprise procedures, such as making back-
3.3 Participate in project evaluations and contribute ideas and suggestions about
On successful completion of this unit, you will be able to develop a concept from an idea into a 3D environment
Details of Learning Activities
Learning activities will consist of:
• teacher guided instruction
• peer teaching and class presentations
• online research
• group discussion
• independent project based work
• workshopping of students’ own projects
• guest lecturers
• teacher directed group activities/projects
• project work
• independent research
• independent study
This course is co-delivered with
CUFANM303A COSC6062C Create 3D digital models
|Assessment Due Date||Elements|
|1||Intro/group discussion. What is 3D? A more inclusive approach utilising broader artistic traditions. Film screening: TBA |
|2||Group discussions Maya basics 1 Representing 3D space. The Universe, Cartesian grid, the origin, primitive objects, Interface & incremental values, selection modes, project & file management ||1.4, 220.127.116.11,2.3|
|3||Maya basics/modelling tools||1.1,1.2,1.3, 1.4,
|4||Maya basics/modelling tools. Eg. Making simple objects, layers, etc|
Design proposal brief (part 2: character)
Maya basics/modelling tools. Eg. Making simple objects, Nodes & Attributes, The edit polygons menu
|submission of assessment task 1||1.4, 18.104.22.168,2.3|
|7||Maya basics/modelling tools Eg. Polygon menu, The edit polygons menu , object display, Polygon menu, The edit polygons menu.||1.4, 22.214.171.124,2.3|
|8||Maya basics/modelling tools Eg Append to Polygon tool, Mirror poly. objects, Object Rendering a Scene. Introduction to lighting ||2.9,3.2, 3.3|
|9a||Additional Maya techniques||1.2,1.4, 2.6,2.7|
|9b||Mood and atmosphere in film. Examples through history/cinematography Lights in 3D - global, intensity, fall off, colour, shadows, 3 point lighting. Overall Technical review|
|10||character modelling techniques||submission of assessment task 2||1.2,1.4, 2.4,2.5,2.6,2.7|
|11||project work/review||1.2,1.4, 2.4,2.5,2.6,2.7,
|12||Lighting, Shaders & rendering |
General Project work
|13||Lighting, Shaders & rendering . Design/research for colour & textures||1.2,1.4, 2.4,2.5,2.6,2.7,
|14||Lighting, Shaders & rendering 4 |
|16||Presentation & Submission||submission of assessment task 3||2.1,126.96.36.199,2.4,
List of prescribed texts will be on the course blackboard site.
You are advised to look at the course Blackboard site for ongoing updated information.
Overview of Assessment
The project for semester 1 consists of three interrelated assignments that will culminate with a 3D environment created using Maya software. Using the following poem by Rainer Maria Rilke as a starting point, you will come up with an idea for stage set design. You will continue to develop your ideas through the semester as you refine your technical skills in Maya.
Overview of assessment
You are to design and build (in 3D) a stage set for a theatrical production based on suggested themes from both the references indicated below.
Reference 1: Poem
Anne Sexton reading "The Fury of Overshoes"
Reference 2: Film still (image from Suspiria, Dario Argento, 1977)
Assessment tasks in this course are either:
Ungraded (formative) or graded (Summative)
NB: Ungraded tasks provide the basis for ongoing feedback and can be considered as essential building blocks for a final (graded) assessment task
To demonstrate competency in this course, you will need to complete each of the following pieces of assessment to a satisfactory standard. You will receive verbal feedback on all assessment from either your teacher or peer (student) feedback
NB: Both Formative and Summative assessments are COMPULSORY
Formative Assessment tasks (Details in specific assignment briefs)
Assessment task 1: Design (formative assessment) Due: 11.3.13
Assessment task 2: Develop (formative assessment ) Due: 15.4.13
Summative Assessment (graded) (Details in specific assignment briefs)
Assessment task 3: Final build (summative assessment) Due: 27.5.13
Grades which apply to courses delivered in accordance with competency-based assessment, but which also use graded assessment:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
DNS Did Not Submit for Assessment
The assessment matrix demonstrated alignment of assessment tasks with the relevant Unit of Competency. These are available through the course contact in Program administration
The major learning experience involves studio based exercises, demonstration and production. It is strongly advised that students attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Cover Sheet for Submissions
All students must complete a submission cover sheet for each piece of submitted work.
Plagiarism - RMIT has a strict policy on plagiarism. For more information on this policy go to Academic Integrity
All students have access to the myRMIT copyright shell. The myRMIT copyright shell contains information on copyright, plus also examples on how to use copyright works as part of your projects and assignments.
Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please refer to the following URL for extensions and special consideration:
Student Progress Committee
This committee promotes the early identification of students who are not achieving acceptable academic performance. The committee provides identified students with assistance and seeks to ensure such students are aware of the range of support services available to them at the University. Student Progress Committee (SPC)
Students are offered opportunities to provide feedback through a variety of mechanisms including online surveys conducted at the end of each course or semester, student complaints and Student Staff Consultative Committees
Course Overview: Access Course Overview