BDes in Game Design

This intensive 4-year, 8-semester course in game design covers areas of design, development, 2d and 3d digital art for games and courses in coding. In addition, it provides courses in the history of games; board game design; study of significant and path breaking games, game design documentation; enquiry into alternative and emerging technology. 

The Media & Entertainment Industry in India is not only rapidly growing but is also undergoing major transformations in the manner in which it reaches and communicates with its audience.

The growth and development of new digital technology, its accessibility to large segments of the Indian population specially the youth have created new patterns and expectations in the manner in which they engage with digital content.

In recognition of the proliferation of new media such as comics, graphic novels, video games and virtual and augmented reality, the programmes offered by the School of Animation and Video Games include the design and production of video games.

The objective of the course is to educate and train students to develop content across the digital platform in these areas for diverse applications in entertainment, education, medicine, architecture, e-commerce and other areas.

This is a unique multi-dimensional course. The first year focuses on creating a strong foundation in the art and technique of 2D and 3D animation; graphic novel design; and video game design, art and development.

The course informs students about art in various cultures, music, production design, film and digital art as part of its contextual studies or general education programme.

The core subjects include a strong foundation in drawing and digital art; design; development and production of games; gameplay, prototyping and testing.

Students receive instruction through a powerful integration of projects, classroom theoretical instruction, screenings and analyses, workshops and interaction with industry professionals.

They receive intensive theory and practical instruction in video game design. They are taken through the process of developing projects, writing scripts, storyboarding and the entire preproduction, production and postproduction pipeline of their chosen area of concentration.

Students are encouraged to formulate and develop their own approach, style, perspective and vision. The course also promotes individual professional conduct, communication skills and leadership qualities.

Course Structure

• This is a unique multi-dimensional 3-year, 6-semester course in Game Design. This intensive course focuses on creating a strong foundation in the art and technique of 2D and 3D animation; stopmotion animation; motion graphics; graphic novel design; and video game design, art and development in the first year.
• The second and third years provide an intensive project-oriented programme. This provides a framework in which students acquire skillsets that are unique and suited to their interests and strengths.

There are four types of courses.

• General Education – These offer a context to students learning, enabling them to understand historical developments in their specific areas of interest as well as allied areas such as classical and folk art, cinema, photography, urban mythology and digital art etc. These are 30 credits overall during the 4 year programme.
• Theory Courses – These are courses that provide a theoretical framework and understanding of the core elements of each stream. Students need to choose these as per their interest in the second and third years of the programme. These are 28 credits in total during the programme.
• Practical Courses – These provide students a hands-on skill development that enables them to execute their ideas. These are a mix of introduction to various digital tools, their application, the design process and production pipeline. Demonstrations by faculty and hands-on learning and practice through exercises and assignments form the major part of the course. These are 48 credits in total of which 24 are obtained during the first year Foundation. Students’ need to complete 24 credits in all – 12 credits in semester 3 and 12 credits in semester 5.
• Projects – There are a number of short projects in each semester leading to the capstone project in semester 6. These are simulated real-world situations where students work individually or in teams to conceptualize, write proposals and design documents and execute (within given constraints of time and resources) a project of their choosing. Faculty and resource persons mentor these projects.

Curriculum

• The Curriculum in each of the years of the programme is a mix of general education and skill development components.

General Education and Theory Component:

• The general education and theory component emphasises and offers courses that provide holistic development. However, it will not exceed 40% of the total curriculum.

Skill Development Components:

• The focus of skill development components shall be to equip students with appropriate knowledge; practice and attitude, so as to become work ready. The skill development components should be relevant to the industry as per its requirements.
• The curriculum will necessarily embed within itself, National Occupational Standards (NOSs) of specific job roles within the industry. This would enable the students to meet the learning outcomes specified in the NOSs.
• The overall design of the skill development component along with the job roles selected will be such that it leads to a comprehensive specialization in one or two domains.
• The curriculum will focus on work-readiness skills in each of the three years.
• Adequate attention will be given in curriculum design to practical work, on the job training, development of student portfolios and project work.

The curriculum will be designed in a manner that at the end of year- 1, year-2 and year-3, students are able to meet below mentioned level descriptors for level 5, 6 and 7 of NSQF, respectively:

• Professional knowledge is what a learner should know and understand with reference to the subject.
• Professional skills are what a learner should be able to do.
• Core skills refer to basic skills involving dexterity and use of methods, materials, tools and instruments used to perform the job including IT skills needed for that job.
• Responsibility aspect determines the (i) nature of working relationship, (ii) level of responsibility for self and others, (iii) managing change and (iv) accountability for actions.

Examination and Assessment

• Assessment of students will be done both on a continuous basis as well as at the end of the semester.

Continuous Assessment

• Theory courses will be assessed through given assignments and exercises given to the students during the course of the semester.
• Practical courses will be assessed on students demonstration of the required skill in the practical exercises given by concerned faculty.

End of Term Assessment

• Theory courses may be assessed by means of a written exam or a written submission and viva.
• Practical courses will be on the submission of the student project and presentation of student learning in a viva conducted by at least 2 faculty members.