We use cookies to allow us and selected partners to improve your experience and our advertising. By continuing to browse you consent to our use of cookies. You can understand more and change your cookies preferences here.

City of Liverpool College

Games Design and Concept Art, BA (Hons)

UCAS Code: WW22

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements


College uses UCAS Tariff points to standardise entry requirements. It is expected that the total tariff score of all your relevant qualifications is at a level of 96* points minimum. This is a points total achieved by converting qualifications such as A levels (and many others) into points, making it simpler for course providers to compare applicants. To check your qualifications tariff value use UCAS tariff calculator https://www.ucas.com/ucas/tariff-calculator. Don’t worry if you don’t have the right qualifications – you may be able to meet the entry requirements in a different way. Accreditation of prior learning (APL) is essentially credit awarded for wider learning evidenced from self-directed study, work or training may apply to you**. Accreditation prior experiential learning (APEL) is an extension of APL that includes assessed learning gained from life and work experience. * May be higher / different for different programmes ** Link to our APR policy.

You may also need to…

Attend an interview

Present a portfolio

About this course


Course option

3years

Full-time | 2019

The BA (Hons) in Game Design and Concept Art offers a discreet dual pathway of specialist modules that aim to develop skills for students wishing to specialise in games design and concept art. The intention and ethos is to mirror industry set-ups and to foster teamwork between these two major
disciplines in the field, whilst also developing high levels of creative and technical skills.
The programme covers game design and development, both environmental and character-based concept art and design, digital illustration, animation, 3D sculpting, life drawing, live briefs, texturing, and games production. It provides a broad study of games design, concept art and illustration, with an emphasis on innovation, design and creativity rather than the programming and technical aspects.
You will gain first-hand experience of what it takes to plan, design and build interactive game environments and character concepts and will graduate with a portfolio demonstrating your technical skill and creative talent.
Our facilities include dedicated studios, including a standalone suite of state-of-the-art Wacom Cintiq 27QHD - 27 Inch Creative Pen Displays, powered by High End Alienware i7 PC workstations accompanied by a large drawing space for group work and sketchbook study. You will also have access to life drawing sessions and a life model at certain points in the course. Alongside this we have various study clusters offering Dual Screen i7 Alienware PCs installed with current games development environments, state-of-the-art 3D graphics cards, Unreal Engine 4, Autodesk Maya 2018, Autodesk’s Sketchbook Pro, ZBrush 4R8, Substance Painter-Designer and Adobe CC 2018 suite; ensuring you have access to the tools you need to create a high quality portfolio of work ready to impress potential employers.

Modules

Course Overview. Each year is split into two 15-week semesters.
Year 1 – In the first semester (Sep – Jan) Prior knowledge of Photoshop is preferable but not essential. Students learn about specialist core skills and practices necessary to be successful in demonstration lead workshops. These skills inform and underpin students’ ideas and concepts, design development and design principles. Further modules enable students to develop their time management and organisational skills whilst working on game and character concepts. This leads into a choice of modules so that students can choose a pathway into game design or concept art. These modules cover either concept art theory in full character sculpting (Head) using ZBrush 4R7, or 3D Modelling using Maya 2018 for those more interested in game design. The second semester (Jan – June) widens the scope of research and development into game and character design fundamentals using ZBrush/Maya/UE4, Model texturing using Substance Designer/Painter and finally game and character animation techniques. All students are expected and encouraged to maintain both sketchbooks and blogs for recording of research and development throughout the year.
Year 2 – these semesters build on students’ research and development of skills, creative and artistic prowess, teamwork abilities and analytical skills. Students will be introduced to HCI (Human Computer Interface) design, animation and coding utilising Photoshop, UE4 and other required software’s. Students are taught the basics of Blueprinting (Unreal Engine’s scripting language) to create interactivity. Next, modules in more advanced character sculpting (full body) and advanced texturing for games and characters take students’ creations into the next level of realism and higher definition. The second semester offers the student a choice of a subject specialism module followed by advanced modules in both game and character based concepts and character rigging. Students will also develop skills in Mocap (motion capture) for animation.
Year 3 – starts with the development of Advanced HCI and by this stage, students’ are expected to have a strongly realised and planned game concept to use for the remaining modules. Alongside the practical modules all students will undertake a Dissertation module over both semesters in the final year, this is crucial to the final level of degree that a graduate is awarded. Aside from this module the rest are highly practical, creative and technical and require significant research and development. Students’ complete the year by undertaking modules in Advanced 3D Modelling and also Game and Character Animation with gameplay functionality. The final module is (student driven) and takes the form of a Final Major Project. This project utilises all skills learned and developed on the course and becomes a showcase of student ability and talent to take to interview for higher courses or to studio’s for positions within the gaming industry.

Assessment methods

The programme is assessed through the submission of written essays, reports, critical evaluations; development blogs, which underpin a series of project-based practical assessments, a final major project and the submission of a dissertation. Formative feedback will support student progression in both written work and technical outcomes. Self and peer assessment in critique situations will be an essential element of all projects and the feedback from these will enhance student achievement and progression. The programme allows 120 credits comprising of 6 modules per year for the first two years and 5 modules in the final year.

Tuition fees

Select where you currently live to see what you'll pay:

England
£7,957
per year
EU
£7,957
per year
Northern Ireland
£7,957
per year
Scotland
£7,957
per year
Wales
£7,957
per year

The Uni


Course location:

Arts Centre

Department:

Computer Science and Digital

TEF rating:

Calculate your living costs

See how much you'll need to live on at your chosen university, with our student budget calculator.

See your living costs

Study in Liverpool

Explore the local area, what there is to do for fun, living costs and other university options here.

Explore Liverpool
Read full university profile

What students say


Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

After graduation


Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

Share this page

This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

Have a question about this info? Learn more here

This is the percentage of applicants to this course who received an offer last year, through Ucas.

Have a question about this info? Learn more here

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

Have a question about this info? Learn more here

Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

Have a question about this info? Learn more here

Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

Have a question about this info? Learn more here

This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

Have a question about this info? Learn more here

This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

Have a question about this info? Learn more here

Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

Have a question about this info? Learn more here

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here