Intended for Undergraduate Game Art Courses Applying for Creative Skillset Tick Accreditation*

Accreditation of Undergraduate Games Art Courses

Application Form

Intended for undergraduate Game Art courses applying for Creative Skillset Tick accreditation*

Prior to submitting this application form for Creative Skillset higher education accreditation we need to have received your expression of interest form (EOI). Currently Creative Skillset is capping the number of applications for accreditation it can process. The EOI form can be found on the website.

For this first stage of the Creative Skillset accreditation process, courses are asked to submit this application form along with supporting evidence in order to demonstrate how your course and student work meets both the general and the subject specific accreditation criteria.

To fill this in you’ll need to have the Guidelines for Creative Skillset Undergraduate Games Arts Accreditation document to hand.

This application form and the guidelines are also available in large print, PC formatted disc, Braille and audiotape formats.

Information about how to submit is provided at the end of the document.

Please contact the Quality Team with any queries or for advice on completing this form.

The Quality Team Creative Skillset Focus Point 21 Caledonian Road London N1 9GB

T: 020 7713 9800 E: [email protected] * Please note that Games Design courses, or broader Digital Design and Compute Graphics/Modelling courses along with all postgraduate Games courses use a different application form. Contact the Quality Team above with any questions.

2 A: COURSE APPLICATION INFORMATION

A1. Please provide contact details for the applicant course leader and, if applicable, any other member of staff to be included in all correspondence:

Please include name, title, email, telephone/mobile number, address

A2. Course title/level

A3. Course leader (if different from above)

A4.Date of application submission

3 B: REFERENCE TO SUPPORTING EVIDENCE

B1. Evidence required Outlined below is a list of supporting evidence which must be submitted with this application form to demonstrate how the course meets the accreditation criteria. Applicants are welcome to submit any additional information necessary to represent the course adequately. We require one hard copy and one digital copy of the supporting evidence – please see the end of the application form and the Guidelines for Creative Skillset Undergraduate Games Art Accreditation for full guidance.

Please give a title and reference number to each item of evidence and complete the check list to confirm that each item has been provided. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

Please confirm that your submission contains the following documentation:

REFERENCE EVIDENCE ITEM CHECKLIST [insert no] [tick if included] Course content and structure: REF No: Student/course handbook REF No: Module descriptors (if not included in the student/course handbook) and programme specification REF No: Assessment briefs REF No: Timetables and teaching schedules REF No: Course structure diagram clearly defining progression routes from year to year REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

Course monitoring and development: REF No: Most recent validation report/periodic review REF No: Annual course monitoring reports for the past two years REF No: External examiners’ reports from the past two years (if not included in the annual course monitoring report) REF No: Examples of feedback from students (e.g. minutes of staff/student meetings and/or student course/module evaluations)

4 REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

Industry engagement: REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

Resources: REF No: Inventory of relevant equipment, ratio of equipment to student, details of student access time as well as technical support REF No: Details of learning materials and technical resources available to the course e.g. equipment/studio/library or shared facilities REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

Staffing: REF No: Up-to-date staff CVs including details of recent professional development and professional screenwriting REF No: Staff professional development policies and procedures REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

Graduate employment information: REF No: [Insert additional evidence item if applicable]

Student work: (Please be aware our industry assessors may not have access to games engines and game specific software/hardware so think about how you might evidence work)

5 Executable files and examples of code/scripts are useful for Technical courses, and video clips and common image files are useful to see, as is concept preparatory work for Games Art courses

REF No: A range of 4+ recent pieces of individual student work from their final major projects (3rd or 4th year) along with feedback and assessment information for each. The range should include work assessed as top, average and borderline fail REF No: A range of 4+ recent pieces of individual student work from their interim projects (2nd or 3rd year) along with feedback and assessment information for each. The range should include work assessed as top, average and borderline fail. REF No: 4+ recent samples of industry facing work showcasing the best of student talent from the course such as show reels/ exhibitions/ showcases etc. REF No: [Insert additional evidence item if applicable]

REF No: [Insert additional evidence item if applicable]

If applicable, please list any additional evidence provided with your application which is not included above: REF No: REF No: REF No: REF No: REF No: REF No: REF No:

B2. Student work – if you are submitting games or digital student work, please detail any specialist software evaluators will need in order to view the material (e.g. engines, 3D models, specialist video)

6 B3. If you have submitted any original work and/or you would like student work to be returned, please provided detailed information on who it should be returned to and when, and clearly reference the work in the supporting evidence.

7 C: COURSE DETAILS

C1. Recruitment profile

Last This Next academic academic academic year Year year Year for which information is being provided Target number of enrolling students Actual number of enrolling Participants students Numbers of students across all years of the course (if more than one year in length)

If necessary, please provide a narrative of any patterns shown above.

C2. Retention profile

Last academic Year before year last Year for which information is being provided % Retention in 4th year* % Retention in 3rd year* % Retention in 2nd year* % Retention in 1st year * Leave blank as appropriate for postgraduate / three-year courses.

If necessary, please provide a narrative of any patterns shown above.

C3. Cohort diversity profile Creative Skillset is committed, along with many of our sectors, to measuring the impact of actions taken to improve diversity, inclusion and representation, and reduce barriers to entry and progress. The information requested below will help us to comply with the law and to

8 ensure that our policies and practices are fair and effective. The information provided will be treated in strictest confident and processed in accordance with the Data Protection Act 1998.

This academic Last academic year’s enrolling year’s enrolling cohort cohort Year for which information is being provided

White White - Scottish Irish Traveller Gypsy or Traveller Other White background Black or Black British - Caribbean Black or Black British - African Other Black background Asian or Asian British - Indian Asian or Asian British - Pakistani Asian or Asian British - Bangladeshi Ethnicity Chinese Other Asian background Mixed – White and Black Caribbean Mixed – White and Black African

Mixed – White and Asian

Other Mixed background

Arab

Other ethnic background

Not known

Information refused

Male Gender Female Other gender identity

9 16-24 25-34 Age 35-49 50+

Disability* No known disability Blind or a serious visual impairment uncorrected by glasses Deaf or a serious hearing impairment Wheelchair user/mobility difficulties Personal care support Mental health difficulties An unseen disability, e.g. diabetes, epilepsy, asthma Two or more impairments and/or disabling medical conditions Autistic Spectrum Disorder A specific learning difficulty e.g. dyslexia, dyspraxia or AD(H)D A social/communication impairment such as Asperger’s syndrome/other autistic spectrum disorder A long standing illness or health condition such as cancer, HIV, diabetes, chronic heart disease, or epilepsy A mental health condition, such as depression, schizophrenia or anxiety disorder A physical impairment or mobility issues, such as difficulty using arms or using a wheelchair or crutches A disability, impairment or medical condition that is not listed above Information refused Information not sought Not known

10 * Disability, as defined by the Disability Discrimination Act, covers many people who may not usually have considered themselves disabled. It covers physical or mental impairments with long term, substantial effects on ability to perform day-to-day activities.

C4. Course modules - please include in your supporting evidence an overview diagram description of the course module structure and complete the headline information below. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

YEAR 1

Module title Number of Total % Practice Total self- Is the credits teaching/ (where directed module core contact appropriate) hours or optional hours (C/O)

YEAR 2

Module title Number of Total % Practice Total self- Is the credits teaching/ (where directed module core contact appropriate) hours or optional hours (C/O)

YEAR 3

11 Module title Number of Total % Practice Total self- Is the credits teaching/ (where directed module core contact appropriate) hours or optional hours (C/O)

YEAR 4 (leave blank if a three year course)

Module title Number of Total % Practice Total self- Is the credits teaching/ (where directed module core contact appropriate) hours or optional hours (C/O)

C5. Staff to student ratios

What are typical staff to student ratios during practical teaching sessions?

What are the overall staff to student ratios on each year of the course?

C6. Staffing - teaching, technical and visiting lecturer input. Please attach up to date staff CVs in your supporting evidence and complete the headline information below. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

12 Name Part time/ full Role Attached to which time/ technical or student year/s? visiting

14 D: HOW YOUR COURSE MEETS THE GENERAL ACCREDITATION CRITERIA

These general criteria are designed to enable courses to demonstrate how they have a specific focus towards current industry practice, professional preparation for students and significant involvement of industry in course design, curriculum, and delivery.

D1. CRITERION: DEMONSTRATE EFFECTIVE AND FAIR RECRUITMENT AND SELECTION PROCEDURES FOR STUDENTS FROM DIVERSE BACKGROUNDS WHO WISH TO EMBARK UPON OR FURTHER DEVELOP CAREERS IN THE GAMES INDUSTRY.

Please tell us how your course provides for the following:

 Appropriate outreach work should be carried out and proactive recruitment practices in place to encourage wider access and diversity.  Pre-course information should clearly outline what students can expect during the course.  Effective procedures should be in place to identify applicants who are innovative, creative and who have the potential to establish careers in the Games Industry.  Teaching staff should be able to filter and refuse places to applicants that they deem unable to complete the course successfully. All shortlisted students should be interviewed and required to provide portfolios, or equivalent.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

Please include a link to your published selection procedures for all applicants including information on portfolio review, group interviews, open days, offer criteria.

Application numbers Last academic This academic year year Year for which information is being provided

Participants Number of applicants Number of offers Numbers of enrolling students D2. CRITERION: PROVIDE A TRACK RECORD IN HIGH QUALITY EDUCATION RELEVANT TO THE GAMES INDUSTRY.

15 Please tell us how your course provides for the following:

 The course should teach within a creative culture in order to develop the creative skills industry demands. All work should be regularly reviewed by tutors, experts and peers, and students should become skilled at giving and receiving constructive criticism. Typically, work will go through cycles of presentation, review and improvement. The review process should encourage an approach which fosters audience-focused design.  Methods should be in place to develop in students the soft skills required of a successful industry professional, such as: - team working; - personal development planning; - competitive pitching, presenting and peer feedback.  Student contact and feedback procedures should ensure that students are given appropriate developmental and professional guidance.  The curriculum should cover appropriate content to professionally and practically prepare students for a future career in the Games Industry.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

D3. CRITERION: DEMONSTRATE CLOSE LINKS AND INTERACTION WITH THE GAMES INDUSTRY. Please tell us how your course provides for the following:

 Curriculum design should have regular input from the sections of the Games Industry relevant to the course. Normally, this will include an industry advisory board, other input from industry professionals, and, where appropriate, external examiners with professional backgrounds.  Appropriate visiting and guest lecturers should be regularly scheduled.  Students should have the opportunity to take part in live briefs, work simulation and project work. However, live briefs and project work should not undermine commercial business opportunities.  Work experience, placements and/or internships should be a compulsory component of the course, if appropriate to sector and geography.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

Please complete an up-to-date schedule of external industry input into course delivery over the past two years. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

Name Company Date of Type of input; e.g. Duration Mandatory activity workshop, masterclass, of activity for this student or staff i.e. one course or mentoring, assessment, off or voluntary feedback to students, over a and open live brief, project setting period to all students?

Industry engagement in course design, development, review and evaluation. Please provide information on advisory boards/panels that oversee the course. Even if advice is informal please list it here and provide minutes/email trails in the supporting evidence. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

Advisory Membership Specific to which Frequency of board/panel (or courses meetings other)

Other Who/which Specific to which Frequency of consultation companies? course/s activity activity: e.g. visit to studio/ industry partner/staff CPD

Information on work experience placements and internships undertaken by the graduating cohort in the last academic year. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

Academic year for which information is being provided Total number of students in academic year Student name Type e.g. sandwich Duration Company Job Role or number year, internship, work experience

Is work experience compulsory and/or assessed?

Y/N

By the time your students graduate, on average, what percentage of them will have completed work experience (either compulsory or voluntary)?

D4. CRITERION: EQUIP STUDENTS WITH THE NECESSARY PROFESSIONAL AND BUSINESS SKILLS TO DEVELOP A CAREER IN THE GAMES INDUSTRY. Please tell us how your course provides for the following:

 Professional preparation should be an embedded part of the course and should provide students with the financial, legal and business skills to further their career upon graduation, with an emphasis on freelance employment, if appropriate.  Students should be aware of current industry issues and developments, including IP, technological divergence and convergence, and the impact of digital networks.  Students should develop appropriate skills to promote and showcase their work and to market their skills after graduation.  Courses should show how students and graduates develop their entrepreneurial skills within their chosen field(s), for example through specialist mentor and incubator units.  Graduates should understand the different requirements of different Games platforms. They should know the difference between different types of games and companies, in particular the difference between ‘Triple A’ and smaller studios working across platforms such as mobile. Students should understand how this relates to the skills they have specialised in and focused on above their solid foundation of traditional art skills.  Graduates should understand the role of the artist in game production. Through team working with artists and with multi-disciplinary teams, graduates should have a good understanding of the role of the artist (and the other roles in a team) within an actual production environment, and understand how the artwork produced is used to construct a game.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

19 D5. CRITERION: HAVE RESOURCES WHICH WILL ENABLE STUDENTS TO PRACTISE THEIR SKILLS IN ENVIRONMENTS WHICH REFLECT CURRENT GAMES INDUSTRY PRACTICE. Please tell us how your course provides for the following:

 Sufficient dedicated access to professional facilities and resources that replicate current industry practice.  Students should have sufficient out of work hours access to facilities and equipment.  Sufficient dedicated access to supervision and technical support should be available to all students.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

D6. CRITERION: ENSURE THAT ALL PRACTICE STAFF HAVE CREDIBILITY AS PRACTITIONERS AND ARE UP TO DATE WITH CONTEMPORARY INDUSTRY PRACTICES. Please tell us how your course provides for the following:

 All practice staff should demonstrate a suitable background in professional practice.  Clear procedures should be in place to ensure that all production staff are required to regularly refresh their industry practice. This may include dispensation to deliver commissions or work placements with appropriate companies, etc. It should not be restricted to attending courses or conferences.  Senior management should have systems in place to keep track of staff professional development, and ensure all staff have sufficient time and are enable to put the above into practice.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

D7. CRITERION: PROVIDE EVIDENCE OF SUCCESSFUL PROGRESSION OF STUDENTS INTO THE GAMES INDUSTRY.* Please tell us how your course provides for the following:

20  A good proportion of graduates should be employed in the Games Industry or in creative roles in other industries, with evidence of progression towards senior roles after a few years.  A proportion of current students and/or graduates should be achieving festival awards, industry and professional accolades, reviews, promotions or newsworthy achievements.

*Please note that should your course be accredited, you will be required to provide up-to-date graduate destination information on an annual basis as part of Tick course monitoring.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

Please provide up to date information on the employment of at least one (preferably three) years’ graduates. (PLEASE ADD ADDITIONAL ROWS AS REQUIRED)

Academic year for which information is being provided Total number of students in academic year Student identifier Company / organisation Occupation / job Employment (name or number) role status (permanent / temporary / self- employed)

21 Academic year for which information is being provided Total number of students in academic year Student identifier Company / organisation Occupation / job Employment (name or number) role status (permanent / temporary / self- employed)

D8. CRITERION: DEMONSTRATE THAT STUDENT WORK PRODUCED ON THE COURSE IS APPROPRIATE FOR THE LEVEL OF THE COURSE AND THE DISCIPLINE. Please tell us how your course provides for the following:

 Students should produce work that is added to a portfolio of work, which provides them with a physical outcome of their course. Their portfolios should meet or exceed industry expectations, and demonstrate technical ability as well as an understanding of production pipelines and the industry through a playable game or demo, and should include art work presented through video or images.  Students should learn to deliver work within a set of limitations. In industry these limitations are time-based (work should be completed by specific deadlines), technology-based (a model/entire scene has to have a specific polygon count) or style-based. Some project work will have externally imposed constraints, and students failing to meet the targets should be marked down accordingly.  Graduates should be artists with a strong foundation in traditional observational art skills, but with the knowledge of appropriate digital technologies to enable them to develop images and models.  Student work should reflect current industry practices, where appropriate, but creativity, innovation and challenges to current practice should also be encouraged.  Assessment standards should take into account degrees of industry readiness appropriate to the stage of the course.  Graduate level work should be judged according to entry requirements for the chosen industry/sector.

Please provide a short narrative response to this criterion and reference numbers of supporting evidence.

23 E: HOW YOUR COURSE MEETS THE GAMES ART SUBJECT SPECIFIC ACCREDITATION CRITERIA

The criteria are divided into eight sections, reflecting the eight sections of the Computer Games Art Accreditation Guidelines. These are: 1. Observational Drawing 2. Visual Invention and Visual Communication 3. 2D Digital Art 4. 3D Modelling 5. Texturing 3D Models 6. Rendering and Lighting 7. Game Creation Processes 8. Career Planning and Guidance In each of these eight sections the accreditation criteria are divided into three parts, as outlined below. You are asked to comment briefly on your ability to match each of the components of the criteria. Your comments should describe how well your course meets the requirements of the criteria, and any specific features of your course that may be of special significance. The following is a brief summary of the three areas; please refer to the Accreditation Guidelines for a detailed explanation of what is required.

These subject specific criteria are each divided into three sections:

What students are expected to be able to do as a result of Learning Outcomes the course. These might be evidenced by artefacts such as scripts, treatments, character descriptions, series bibles, word bibles or storyboards.

What the course contains in order to deliver these Course Requirements outcomes, in terms of activities or procedures.

Resource and Teaching The resources and expertise that need to be in place in Requirements order to attain the appropriate level of student learning outcomes.

Against each of the following criteria please reference the relevant index number for the supporting materials and provide a brief narrative on how the student work, course content and outcomes meet the criteria.

24 E1. OBSERVATIONAL DRAWING

Learning Outcomes Prompts: Page 18 of Guidelines: life drawing; giving and receiving feedback

Course Requirements Prompts: Page 19 of Guidelines: draughtsmanship and observational skills; technical execution and analytical observation; review processes

Resource and Teaching Requirements Prompts: Page 19 of Guidelines: studio space; reference works; teaching support

25 E2. VISUAL INVENTION AND VISUAL COMMUNICATION

Learning Outcomes Prompts: Page 20 of Guidelines: concept work; technical draughtsmanship; understanding of the notion of cost; use of colour and composition

Course Requirements Prompts: Page 21 of Guidelines: originating visual ideas; developing visual concepts

Resource and Teaching Requirements Prompts: Page 21 of Guidelines: studio space; reference works; teaching support

26 E3. 2D DIGITAL ART

Learning Outcomes Prompts: Page 22 of Guidelines: understanding of the creation of key techniques; use of digital tools

Course Requirements Prompts: Page 23 of Guidelines: teaching of theoretical topics; practical experience in creating artwork using 2D digital methods

Resource and Teaching Requirements Prompts: Page 23 of Guidelines: studio space; reference works; teaching support

27 E4. 3D MODELLING

Learning Outcomes Prompts: Page 24 of Guidelines: modelling tasks; composition of the models; modelling from reference drawing; understanding of different modelling techniques; understanding of 3D game engines; keeping projects tidy

Course Requirements Prompts: Page 25 of Guidelines: teaching of theoretical topics; working with modelling operations

Resource and Teaching Requirements Prompts: Page 25 of Guidelines: studio space; reference works; teaching support

28 E5. TEXTURING 3D MODELS

Learning Outcomes Prompts: Page 26 of Guidelines: portfolio of 3D digital artwork; practical application of the students’ work

Course Requirements Prompts: Page 27 of Guidelines: teaching of theoretical topics; creating textures and applying them to geometry

Resource and Teaching Requirements Prompts: Page 27 of Guidelines: studio space; reference works; teaching support

29 E6. RENDERING AND LIGHTING

Learning Outcomes Prompts: Page 28 of Guidelines: high technical standard; visual realism and mood; avoidance of over complicating work

Course Requirements Prompts: Page 29 of Guidelines: teaching of theoretical topics; creating textures and applying them to geometry

Resource and Teaching Requirements Prompts: Page 29 of Guidelines: studio space; reference works; teaching support

30 E7. GAME CREATION PROCESSES

Learning Outcomes Prompts: Page 30 of Guidelines: making a game; working in multi-disciplinary teams; understanding of context

Course Requirements Prompts: Page 31 of Guidelines: understanding how the industry functions; practical strategies

Resource and Teaching Requirements Prompts: Page 32 of Guidelines: studio space; reference works; teaching support

31 E8. CAREER PLANNING AND GUIDANCE

Learning Outcomes Prompts: Page 33 of Guidelines: CV; careers and personal development plans; awareness of employment and other opportunities

Course Requirements Prompts: Page 33 of Guidelines: pursuing post-graduate studies; understanding the entry points to industry; ‘art ecosystem’; portfolio and CV

Resource and Teaching Requirements Prompts: Page 34 of Guidelines: studio space; reference works; teaching support

32 Submission format Applications will only be accepted on this official form. We will accept all applications electronically via:

 Intranet sites (please ensure access/unique password is enabled)  USB Stick  External hard drive  CD/DVD  Email (under 10 meg) Please follow up with email with no attachments in case it is mistakenly in quarantine/junk folder.

One hard master copy of the application should also be sent to the London office. This will need to be clearly labelled and referenced and contain all information provided in the electronic version apart from where student work can only be provided digitally or in hard copy. Where this is the case it should be noted in section B. If you are sending through original student work and need it to be returned (e.g. portfolios) this should be noted in section B. Creative Skillset cannot accept any liability for the loss or damage of physical evidence that is not clearly referenced and labelled. Unfortunately, if Creative Skillset receives an application that is not clearly referenced and/or in a different format from the above, it will need to be returned to the applicant un-assessed for reformatting and referencing. Please submit this application form and supporting material to Creative Skillset at the email and office addresses below. Please refer to the Creative Skillset website for payment of the accreditation charge. The Quality Team Creative Skillset Focus Point 21 Caledonian Road London N1 9GB

T: 020 7713 9800 E: [email protected]

33 Next Steps

Many thanks for completing this application form. We appreciate the stage one application can be time consuming and will gladly support any requests you may need to make within your organisation for any support you may need to engage with this task.

As explained in the Guidelines for Creative Skillset Undergraduate Computer Games Art Accreditation this is stage one of a two stage process. When we receive your application and your accreditation fee, we will acknowledge receipt, provide you with a named contact within our team to liaise with, and give you an indicative timeline for hearing the outcomes of stage one. If your application is unsuccessful at this stage we will provide you with detailed feedback on how to work towards a successful application. If your application is successful at this first stage of the process, we will contact you to arrange a stage two accreditation visit. At the visit, industry evaluators will follow up on questions and issues raised at stage one. If you have any questions, please contact the team and we will be happy to provide help or guidance.