Bachelor of Arts in Concept Art

Purpose

The purpose of the Bachelor of Arts in Concept Art is to enable learners to gain fundamental theory that underpins the field, like perspective, anatomy and the digital painting medium, as well as essential critical thinking in relation to the conceptualisation and idea generation essential to concept art creation. These skills will be applied and expanded on in the sub-fields of asset design, character and creature design and environment design; combined in the form of an overarching campaign and portfolio piece, and finally, refined into an area of specialisation dictated by the student, and supported by academic research.

The qualification targets individuals who wish to pursue concept art as a standalone career, or to enhance existing art and design knowledge from previous studies through the development of more intensive conceptual and rendering skills needed in the entertainment design area of the visual communications and art industry. Completing the qualification will empower and equip learners with a well-balanced skillset in both the artistic, practical skills needed to perform in the industry, and the theoretical aspects of conceptualisation, professional practice and industry readiness.

The qualification will benefit learners' ability to perform their craft exponentially through constant learning, development and improvement of their practical and theoretical skills in all the key subfields of concept art. It will also increase the learner's chances of securing a placement in their desired field of work, being concept art creation for the entertainment design industries (film/game/animation), and function as responsible and aware professionals and citizens.

Upon completion of the qualification, a qualified learner will be able to

• Receive, interpret and solicit the needed information to constitute a design brief relevant to the concept art industry.
• Research, reference, and refine the given brief into a high-level design concept.
• Design the conceptualised element through an appropriate, iterative process that considers theory and employs effective, relevant, and industry-standard work processes.
• Refine and/or render the designed element to an appropriate level and standard as the specific brief dictates, while considering theory and employing effective, relevant, industry-standard work processes.
• Demonstrate the ability to conduct themselves appropriately in the industry as value-adding designers and keep up with advancements and changes in the industry in a self-directed manner.

In addition, learner attributes in scope of knowledge, knowledge literacy, methods and procedures, problem solving, ethics and professional practice, accessing, processing and managing information, producing and communicating information, context and systems, management of learning, accountability, teamwork, industry-standard work-processes and use of relevant tools and technology will be integrated in the learning process.

Rationale

The qualification design process benefited from direct involvement by industry and academic experts to ensure the validity of the blended mode of provision, programme design, total curriculum experience, syllabus, teaching and learning materials development, as well as the internal and external coherence and integrity of the programme and qualification.

Graduates of the qualification are prepared to function primarily in the film, game, and animation industries, where their primary function is to create the first visualisations from narratives and translate and develop basic ideas into visualisations that inform content development later in the production pipeline.

The skills associated with concept art are also complementary to opportunities in production graphics, and work synergistically with other related fields of design such as graphic design, game design and animation in the development of user interfaces, sprites, game-ready graphics, storyboards, and 3D-modelling. These skills can further extend into high-end illustration and the creation of art for book and album covers, comic books, graphic novels, and other standalone illustration work.

The high conceptual nature of the work extends to intellectual property development and application in the development of standalone products which centre around visual imagery. The qualification will further widen access to higher education by creating employment opportunities, developing and enhancing the academic, educational and professional/career fields associated directly and indirectly with the programme and increasing the overall quality of work in South Africa.

Recognition of Prior Learning (RPL)

The Institution recognises and supports the CHE's directive (2016) to measure, mediate and recognise prior learning that may have occurred in a variety of contexts, and acknowledges that such learning should be certified against the requirements for entry into the higher education programmes offered at the Institution (up to 10% of a cohort) or for awarding exemption/credits from modules of a programme according to the 50/50 rule for advanced standing in a programme. While remaining cognisant of the complexities of RPL and the implementation thereof, the Institution commits itself to the meticulous and responsible application of RPL mechanisms to promote lifelong learning.

The following set of practices informs RPL at the Institution

• RPL inputs and outcomes must ensure that all academic and relevant administrative support staff are sufficiently trained in relation to RPL-related procedures at the Institution, and that administrative support staff are equipped to advise prospective candidates in this regard.
• RPL inputs and outcomes ensure that the evaluation or assessment and moderation of RPL is conducted by academic staff in the relevant field, and that they apply the same principles of assessment and moderation as those stipulated for regular study.
• Desktop evaluations for access and/or advanced standing (e.g., based on the submission of, inter alia, prior certification, a curriculum vitae, and testimonials) may be conducted when assessing RPL.
• Access assessments (using various assessment instruments, such as placement tests and challenge examinations, and which are primarily assessed for equivalence with the technical admissions requirements of a programme) may be deployed.
• Learning portfolios, in the form of an extensive set of documents and/or other proof to illustrate applicants' prior learning and applied competence as it relates to a programme, may be assessed for RPL. The Institution records that artefacts submitted as part of the portfolio are different from verification or certification of learning having taken place. Rather, such artefacts demonstrate actual knowing, doing and being, appropriate to the relevant application, and are evaluated qualitatively by academic staff.
• RPL may also be deployed in the assessment of supplementary work prior to enrolment, which is then evaluated qualitatively by a subject matter expert (e.g., an applicant may be granted access to a study programme, on condition that they complete supplementary work according to specific requirements).
• All RPL-related assessment results must be accompanied by appropriate feedback to the applicant and must be recorded in the Institution's MIS.
• There are processes in place for applicants to appeal their RPL assessment results.
• RPL artefacts and assessment results in print form are stored securely on- and off-site, whereas electronic archives containing RPL artefacts and assessment results are backed up and stored securely off-site, using trusted cloud-computing software.
• Quality assurance inputs and outcomes ensure the implementation of robust quality assurance and management of RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies.

Or

• National Vocational Certificate (NCV), NQF Level 4, granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Concept Art, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits

• Theory and Conceptual Skills 101, 6 Credits.
• Perspective 101, 9 Credits.
• Drawing and Anatomy 01, 9 Credits.
• Digital Painting 101, 9 Credits.
• Asset Design 101, 16 Credits.
• Character and Creature Design 101, 16 Credits.
• Environment Design 101, 16 Credits.
• Business Practice 101, 8 Credits.
• Visual Development 101, 10 Credits.
• Campaign Design, 21 Credits.

Compulsory Modules, Level 6, 120 Credits

• Theory and Conceptual 202, 6 Credits.
• Perspective 202, 9 Credits.
• Drawing and Anatomy 202, 9 Credits.
• Digital Painting 202, 9 Credits.
• Asset Design 202, 16 Credits.
• Character and Creature Design 202, 16 Credits.
• Environment Design 202, 16 Credits.
• Business Practice 201, 8 Credits.
• Visual Development 201, 10 Credits.
• Campaign Design 201, 21 Credits.

Compulsory Modules, Level 7, 120 Credits

• Practice-Based Research 301, 30 Credits.
• Theory and Conceptual Skills 301, 10 Credits.
• Business Practice 301, 15 Credits.
• WIL Internship 301, 10 Credits.
• Applied Concept Design 301, 30 Credits.
• Campaign Design 301, 25 Credits.

1. Demonstrate an understanding of fundamental tools and concepts on which digital design is based.
2. Conceptualise, design and render assets, characters, creatures, and environments using the tools, norms and conventions of the career field.
3. Apply concept art skills in industry-related scenarios.
4. Produce and present a body of evidence demonstrating concept art skills.
5. Demonstrate proficiency in business-related tasks and skills.
6. Conduct formal academic research.

Associated Assessment Criteria for Exit Level Outcome 1

• Present the role of the concept artist in the industry through a critical analysis of information related to the field and sub-field of design.
• Identify and evaluate bedrock knowledge, skills, capabilities, and competencies required in concept art and demonstrate the ability to act in a self-directed way to acquire these and participate constructively in the learning of others.
• Construct forms in perspective and demonstrate the ability to apply principles from the concepts taught in perspective to new contexts.
• Draw organic forms and demonstrate the ability to critically apply principles from the concepts taught on drawing and anatomy to new contexts.
• Render forms using digital software as a medium and demonstrate the ability to apply principles from the concepts taught on digital painting to new contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Conceptualise, design, and render inorganic forms, characters and other creatures.
• Design and render organic and inorganic-based environments.
• Construct theory-driven concepts for designs and present these concepts coherently in oral and written formats appropriate to the conventions of the field and sub-field of design.
• Apply concepts, principles, rules, and theories learned to a new context of design.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply appropriate methods taught in the field of concept art in unfamiliar and variable industry-related scenarios.
• Gather information in an appropriate and self-directed manner according to the norms and standards expected in industry, to construct, conceptualise and build a campaign.
• Effectively apply application of knowledge and develop suitable methods and capabilities to create a complete campaign for a single, self-directed, concept art project with a unified style and aesthetic.
• Communicate design concepts orally, visually and through narrative text in the presentation of complete campaigns.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically evaluate personal strengths and weaknesses and strategise the most effective path to publish a body of work demonstrating concept art skills that make the student desirable in their chosen subfield of specialisation, or as a well-rounded generalist.
• Critically self-assess and evaluate the quality of the body of work, eliminating weaker elements and professionally displaying the best representation of a student's abilities in a portfolio and CV.

Associated Assessment Criteria for Exit Level Outcome 5

• Participate in a work-based learning practicum that challenges students to solve problems in a variety of real-life scenarios, while presenting themselves as responsible and capable individuals and citizens as a member of a team.
• Apply appropriate methods of enquiry to collect and analyse knowledge in the field of business and present and communicate this information in a business plan.
• Apply functional understanding of budgeting, business and taxes, and use industry knowledge to create appropriate and informed quotes and invoices in a variety of career contexts.

Associated Assessment Criteria for Exit Level Outcome 6

• Gather general and specific knowledge of the research available in the field of study, identify an area of research to pursue and structure a clear and informed research proposal that clearly states the research problem, sub-problems, and methodologies to be followed to answer the main research question.
• Conduct research based on the methodologies set out in the research proposal in an appropriate manner that demonstrates an ability to validate, process and interpret sources of information.
• Communicate the ideas and findings of the research process in a structured research paper.