Be part of one of the biggest industries in the world
If you love games and want to create breathtaking environments and characters for one of the biggest industries in the world, then Game Art is for you.
The Bachelor of Creative Technologies (Game Art) will develop your artistic style and technical skills through a combination of traditional art practices and the use of industry standard software. You will create beautiful environments and characters and use these assets to develop immersive experiences in an industry that is bigger than the music and movie sectors put together!
Throughout the course you will work alongside lecturers who will offer you practical industry insights and collaborate with other game artists and programmers to develop an industry-level game.
In addition to practical skills, knowledge and design capability, the Bachelor of Creative Technologies (Game Art) also has a holistic approach to developing your individual attributes and abilities in ‘soft skills’ such as communication, commercial acumen, and understanding of business realities. The development of ‘soft skills’ underpins all learning and responds to a growing understanding by both employers and students that these skills enhance a graduate’s employability.
This course was designed collaboratively with subject matter experts from Media Design School (Auckland, New Zealand), one of the top 3 digital design schools in the world.
The aim of the qualification is to provide graduates with the following:
- A coherent and systematic introduction to a body of knowledge in the domain of Creative Technologies using Art and Design and Game Art to acquire knowledge, skills and attitudes;
- Abilities to accept personal responsibility, take initiative, and exhibit flexibility;
- Commercial acumen and understanding of business realities;
- Independent critical and creative thinking skills;
- Knowledge, skills and attitudes to undertake postgraduate study; and
- Professional creative and technical aptitude required to be employed as a Creative Technologies professional with particular interest in Game Art.
Graduate employment opportunities:
On successfully completing this qualification, students will have specific skills, knowledge and experiences to gain employment in the game development industry in a variety of roles. To be employed in the game development industry as an artist a job candidate requires high-level proof of their skills. The international measure of proof is benchmarked as a Bachelor or postgraduate level qualification. Furthermore, a game artist needs to demonstrate they have a published game or a high-quality portfolio of games-related assets to be employed. This Bachelor qualification allows sufficient time for game art students to create a significant body of exhibition-worthy work to facilitate the collation of a high quality digital portfolio.
Game Artist Roles:
- 2D Artists
- 3D Modeller Generalist
- Texture Artist
- Environment Artist
- Character Artist
- Technical Artist
|Qualification Title||BACHELOR OF CREATIVE TECHNOLOGIES (GAME ART)|
|Study Options – Domestic Australian students||Full-time Blended*
*Blended – face to face on campus plus facilitated online
|Study Options – International students||Full-time Blended*
*Blended – face to face on campus plus facilitated online (no more than a third of the course online)
|Start Dates||February, June, September
For specific dates visit the website
|Course Length||Full-time: 3 years
Accelerated: 2 years
Part-time: 6 years maximum
|Payment Options – Domestic Australian students||Upfront payment
This means tuition fees will be invoiced each trimester and payment is required on or before the due date.
FEE-HELP is Australian Government’s loan scheme for higher education degree courses.
Further information within this Course Information Sheet
It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.
|Payment Options – International students||Upfront payment
This means tuition fees will be invoiced each trimester and payment is required on or before the due date.
Further information within this Course Information Sheet
|Course study requirements||Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.||Assessment||Practical assignments, research projects, presentations and reports|
|Delivered by||Torrens University Australia
The Bachelor of Creative Technologies (Game Art) is a jointly badged program with the Media Design School (MDS), accredited, delivered and conferred by Torrens University Australia but based on internationally recognised MDS curricula.
|Provider||Torrens University Australia Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA).||CRICOS Course Code||095346K|
|Provider obligations||Torrens University is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015||Accrediting body||Torrens University Australia Ltd|
|Course Fees||For details, refer to the website.
|Any other fees||For details, refer to the website.
Essential requirements for admission: No additional requirements
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
|Applicant background||Trimester one / Full year intake 2018|
|Number of students||Percentage of all students|
|(A) Higher education study
(includes a bridging or enabling course)
|(B) Vocational education and training (VET) study||<5||<5|
|(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
|(D) Recent secondary education:
· Admitted solely on the basis of ATAR
|· Admitted where both ATAR and additional criteria were considered
(e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
|· Admitted on the basis of other criteria only and ATAR was not a factor
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement)
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
|Applicants with higher education study
|· A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider
· Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider
|Applicants with vocational education and training (VET) study
|· A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO)
· Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO)
|Applicants with work and life experience
|Demonstrated ability to undertake study at the required level:
· broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR
· formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR
· written submission to demonstrate reasonable prospect of success; OR
· discipline specific portfolio (art and/or design).
|Applicants with recent secondary education (within the past two years) with ATAR or equivalent
(for applicants who will be selected wholly or partly on the basis of ATAR)
|Minimum ATAR required for consideration: 60|
|English Language Proficiency
(applicable to international students, and in addition to academic or special entry requirements noted above)
|Equivalent IELTS 6.0 (Academic) with no skills band less than 5.5|
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2018
|(ATAR-based offers only, across all offer rounds)||ATAR (OP in QLD)
(Excluding adjustment factors) *[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR]
|Highest rank to receive an offer||<5|
|Median rank to receive an offer||<5|
|Lowest rank to receive an offer||<5|
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
Other admission options
Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission. Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant. Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.
- Through a TAC – http://www.uac.edu.au/
- Via direct application to the institution
You may be entitled to credit for prior learning, whether formal or informal. Formal learning can include previous study in higher education, vocational education, or adult and community education. Informal learning can include on the job learning or various kinds of work and life experience. Credit can reduce the amount of study needed to complete a degree.
Applicants admitted based on prior higher education study may be eligible for Advanced Standing in the form of credit and/or recognition of prior learning (RPL) under the Torrens University Australia Credit Policy.
- Students with completed subjects may be eligible for specified credit and/or elective exemptions
- Students who have completed a qualification at AQF level 5 (diploma) or above may be eligible for block credit (where a block credit agreement exists)
- Students with a mix of formal study and informal and/or non-formal learning may be eligible for recognition of prior learning in addition to any credit approved.
Credit will not be applied automatically. Applicants must apply for credit and/or RPL as early as possible prior to each study period, with applications not accepted after week 2.
For further information about credit and recognition of prior learning please see /apply-online/course-credits.
Where to get further information
The course structure comprises 6 common core subjects, 10 specialised subjects and 7 elective subjects over levels 100, 200 and 300, as follows:
|Level 100||2 core subjects||+||4 specialisations|
|Level 200||2 core subjects||+||4 specialisations|
|Level 300||2 core subjects||+||2 specialisations||+||1 elective subject|
Students must complete at least 60 credit points at each level.
The remaining 6 electives can be taken from levels 100, 200 or 300 from any Torrens University Australia or Think college course upon Program Director approval.
- Design Context
- Design Studio 1
- Discover, Define, Develop, Deliver
- PBL Studio
- Work Integrated Learning
- Social Enterprise
- 2D Asset Creation
- Game Design Principles
- 3D Asset Creation
- Game Production Foundation
- Game Studies
- Advanced 3D Asset Creation
- Rapid Game Prototype
- Pre-production Capstone 1
- Production Capstone 2
To be awarded the Bachelor of Creative Technologies (Game Art), students must complete 240 credit points over 23 subjects. Each subject has a value of 10 credit points, with one subject having a value of 20 credit points (PRO302 Production Capstone 2).
|Subject details||Recommended Study Pattern|
|Level 100 core|
|Subject title, descriptor||Full-time||Part-time||Accelerated|
|DCX101 Design Context
This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras
|Trimester 1||Trimester 1||Trimester 1|
|DSO102 Design Studio 1
The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.
|Trimester 2||Trimester 2||Trimester 1|
|Level 100 Specialisation|
|ACR101 2D Asset Creation
2D Asset Creation utilises traditional art and design foundational theories and contextualises these practices for the digital domain. Students create artefacts in digital formats for a variety of outcomes, including the following: Concept Art, Pixel Art, Vector Art, Sprite Creation and other digital native formats utilised in the production of video game development.
As part of this, students learn to critique and to be critiqued from peers and lecture staff alike in order to understand art and design from a variety of perspectives.
|Trimester 1||Trimester 1||Trimester 1|
|GDP102 Game Design Principles
Game Design Principles introduces students to game design foundations, techniques and paradigms through a series of lecture-led and student-led activities. Students will explore game design principles through the analysis of existing game artefacts, applying those findings to the development of their own games. Students are introduced to a variety of analysis, development and presentation techniques encouraging discussion, creation and dissemination of their design choices through prototyping and documentation.
|Trimester 2||Trimester 3||Trimester 1|
|ACR103 3D Asset Creation
3D Asset Creation expands on the knowledge gained in the 2D Asset Creation (ACR101) and allows the students to utilise industry standard 3D modelling tools and techniques to communicate complex ideas and emotions. Students will critique artefacts which utilise the concepts or form, function, and silhouette learned through the underpinning knowledge gained in the previous components.
|Trimester 3||Trimester 4||Trimester 2|
|GPF104 Game Production Foundation
Game Production Foundation combines art assets and basic scripting, enabling students to recognise how user experience is affected through art, design, and code. Utilising game development techniques and tools, students will create their own games, which requires a multifaceted approach including the following: project management, art and design theory, user interaction, menu systems, audio integration, scripting, game design and release.
These trans-disciplinary artefacts scaffold the student’s knowledge for when they will interact with the Bachelor of Software Engineering students.
|Trimester 3||Trimester 4||Trimester 2|
|Level 200 core|
|PBL202 Problem Based Learning Studio
Problem-based learning (PBL) is a pedagogical approach that enables students to learn while
engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development.
The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.
|Trimester 4||Trimester 5||Trimester 2|
|DDD203 Discover, Define, Develop, Deliver
The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities.
This subject introduces Problem Based Learning (PBL), mapped out as the ‘Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.
Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach.
In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy.
Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond.
Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.
Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.
Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.
Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched.
Thinking like a designer can transform the way you develop products, services, processes – and even strategy.
|Trimester 5||Trimester 6||Trimester 2|
|Level 200 Specialisation|
|GST201 Game Studies
Game Studies introduces students to the study of video games as texts situated within wider cultural and theoretical settings. Students will explore histories of video games as creative technologies and as cultural artefacts. These ideas will be framed through critical analysis of specific case studies, informed by a wider reading of contemporary games scholarship.
Through a series of lecture and seminar-based talks, discussions and play sessions, students are encouraged to explore and discuss the wider context of the game industry in relation to the economic, social and cultural determinants surrounding the production & consumption of games & game technology.
|Trimester 4||Trimester 7||Trimester 3|
|AAC202 Advanced 3D Asset Creation
Advanced 3D builds upon the knowledge gained in the 3D Asset Creation (ACR103). It introduces techniques in content creation pipelines to deliver solutions involved in 3D game productions. It also teaches advanced modelling and texturing techniques to enhance workflow. Students will learn digital sculpting software. Additional topics covered will include how to retopologise models and utilise various tools to enhance production speed and quality.
They will learn how to optimise their models for a variety of applications and enhance their technical abilities by working with basic scripting, lighting, shaders, particles and various other pipeline requirements utilised in interactive media.
|Trimester 5||Trimester 7||Trimester 3|
Animation teaches techniques used to create efficient animations for interactive media. The topics covered are animation theory, prop, weapon and environment animation. Additionally, character, facial animation and motion capture topics are covered including cinematic topics and technical limitations. Alongside it teaches the process of how to create rigs and technical art for games. This will provide the student with the technical skills to solve or enhance art and design assets.
Topics also covered in the class will include integration into game engines and advanced scripting. Students will learn the basic terminology of how to optimise their technical art skills for a variety of applications.
|Trimester 6||Trimester 8||Trimester 3|
|RGP204 Rapid Game Prototype
The goal of this subject is to provide the students with an opportunity to collaborate on a series of projects, enhance collaborative skills working within a team of people across multiple disciplines. Additionally, the assignments in this subject will challenge the student in finding creative solutions to project management and small scale rapid game creation. Students will be asked to create various 3D game prototypes over the duration of the subject and present their work. They will work within a group that will involve Bachelor of Software Engineering students. This will introduce team dynamics where multiple disciplines are involved.
|Trimester 6||Trimester 9||Trimester 3|
|Level 300 core|
|WIL302 Work Integrated Learning
This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future.
Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University.
This subject will develop work ready skills and boost students’ employability while they are studying.
Option 1: Internship
Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.
Option 2: Industry Live Brief
This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices.
Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.
|Trimester 7||Trimester 10||Trimester 4|
|SEN301 Social Enterprise
Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation.
By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.
|Trimester 7||Trimester 11||Trimester 4|
|Level 300 Specialisation|
|PPR301 Pre-Production Capstone 1
Pre-Production focuses on the skills and abilities required to formulate a group and manage the pre-production of a game development project. Areas of attention will be creative thinking and project scope. The team goal is to reach and agree upon an understanding of the strength and weakness of their chosen team. The said team will decide on the game they choose to develop. The team needs to be able to communicate the project, idea and scope through presentation, documents and a playable prototype. The pre-production submissions are designed to gear the students towards the start of future productions.
|Trimester 8||Trimester 12||Trimester 4|
|PRO302 Production Capstone 2
Production provides the framework to allow iteration on the team’s design from Pre-Production (PPR301). The team will need to work efficiently and adhere to a schedule to be successful in this subject. The quality of the implementation, and the development processes undertaken will affect the final grade. Students will utilise the best practices learnt during the course.
This subject gives the students the ability to refine, bug fix, and promote their projects, both internally and externally.
|Trimester 8||Trimester 13||Trimester 4|
BBCD delivers this course at the following campus locations:
- Sydney: Level 1, 46-52 Mountain Street, Ultimo NSW Australia 2007
- Melbourne: 196 Flinders Street, Melbourne, VIC 3000
- Brisbane: 90 Bowen Terrace, Fortitude Valley, QLD, 4006
Campus Facilities and Services
All campuses are designed to provide students with professional spaces in which to learn and work. They have been planned with student study needs in mind with well-equipped accessible learning spaces as well as student breakout areas for group work and spending time with friends.
Facilities and Services include:
- The Customer Service Hub – our friendly and experienced staff can give help and advice about courses, your enrolment and campus life, including all services and activities on campus.
- Counsellors are available for students to consult with on a range of personal issues
- Student wireless access throughout the Campus
- Student break-out and relaxed study spaces for group work
- Student lounge areas – most with microwaves, kitchenette facilities and vending machines
- The Learning Hub, home to the Learning Support Team, encompasses Learning Skills Advisors, Learning Technology Advisors, and Library & Learning Skills Officers. It provides an integrated, holistic support program for students throughout the study lifecycle within a library/collaborative study environment.
The service includes:
- Support and workshops with highly qualified staff in the areas of Academic skills, Library skills, and Technology skills, both on campus and online.
- Physical and digital resources relevant to studies, such as books, journals, multimedia, databases
- Self-check kiosks for library loans and print and copy facilities
Our Success Coaches are industry and education experts who leverage your strengths to align your learning with your broader life purpose. With a focus on career goals, and trained in Gallup Strength methodologies, your Success Coach will take a strengths-based approach to helping you set your learning and career goals.
Partnering with you for the duration of your studies, the Success Coach is here to make sense of all of the learning experiences, including readiness for and securing of work integrated learning, placements, internships and opportunities in internal enterprises. All of our coaches are industry professionals, which will give you that inside edge you’ll need to be successful in your chosen career.
Irrelevant of how you like to learn, our coaches are there for you. Coaching can take place online, or on campus. Our main priorities are to make sure that you are always well connected and motivated, that you are successfully completing your desired subjects, and that you gain valuable knowledge and experience through participation and engagement, whilst always aligning to your natural talents.
Torrens University Australia
Today Torrens University Australia is renowned for its pioneering spirit and high employability rate across a variety of design disciplines, including branded fashion, communication design, digital media design and interior design. Courses are developed by some of the industry’s best designers and lecturers who work in leading agencies.
Media Design School Partnership
From the outset, Media Design School set out to ensure that technology companies could be armed with skilled graduates who were capable of informing and transforming the industry. As pioneers in the creative technology education sector, Media Design School was the first tertiary institution in the Southern Hemisphere to offer a dedicated programme of study for 3D animation using industry-standard computer graphics software. Media Design School was also the first school in New Zealand to provide a specialised gaming course for aspirational game developers.
In 2011, Media Design School became a part of Laureate International Universities, the world’s largest private university group. This enabled Media Design School to access faculty and resources across design universities such as New School of Architecture and Design in San Diego, California; the Santa Fe University of Art and Design; NABA Milano; and Domus Academy, also located in Milan.
Media Design School is New Zealand’s most awarded tertiary institution for digital and creative technology qualifications. But don’t just take the school’s word for it: a Colmar Brunton Employer Claims Survey, released in July 2014, showed that New Zealand employers rate Media Design School as the number-one tertiary institute for supplying graduates with the technical skills necessary to be a valuable employee; the skill most valued by employers in the creative sector who are considering hiring new graduates. Media Design School also outperformed most other tertiary institutes across New Zealand in providing graduates that are better prepared to make valuable contributions in the workplace and all of the other institutes on offering real-world project experience.
As creative technology changes and adapts, so too have Media Design School’s courses, which are now offered in Auckland and around the world. In September 2014, Media Design School opened the Media Design School of Digital Arts in San Diego and the AdSchool Creative Advertising programme in Milan, Italy. In January 2015, Media Design School collaborated with Torrens University Australia to bring the School’s unique philosophy and industry know-how to Australian students in Adelaide. From February 2017, Media Design School is set to deliver courses in Game Art / Game Programming across Australia and postgraduate program in Creative Advertising in Sydney.
Gain Real Industry Experience
Torrens University Australia enjoys a strong connection to the design industry, with opportunities to develop as a professional, work in class on real world projects and grow your own network of industry contacts and clients before you graduate.
With internships and work integrated learning programs involving live briefs, students get the opportunity to work with some of Australia’s leading design firms.
WIL302 Work Integrated Learning encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Externally placed students will be matched to an appropriate mentor at the placement site and monitored by an academic in the discipline of study.
The student either applies to the relevant industry directly or via the Industry Liaison team. Laureate Australia has a dedicated team that will provide assistance with resume and industry contacts. Students meet with their consultant and appointed academic as part of the process so that the correct placement documentation is completed. All industry partners are aware of the primacy of the student’s learning experience and the desired outcomes of their placement. To evidence the agreement of the relationship between the employer and the college, placements and internships are only agreed to with partners who have entered into a formal agreement, in the form of a Memorandum of Understanding. This agreement is drafted and signed by the host/employer, the student and a Torrens representative before the placement begins. The document includes the placement details and terms. Once the documentation has been verified, the student is insured by Torrens and can begin their internship. The Student placement is monitored through regular meetings involving an appointed academic, the Careers Consultant and the Industry Manager. The Student proceeds to complete a minimum of 120 hours within the company and submits their assessment tasks before a pre-determined assessment deadline.
Students undertaking an internal placement will engage with a similar range of professional experiences to those placed externally. Assignment to, and management of, WIL tasks may occur face to face or via a dedicated online platform managed as an extension of the Billy Blue Studio (subject to renaming). Internally placed students will be directed by a project leader appointed within the Billy Blue Studio and monitored by an academic.
Exposure to industry practice will translate into different – yet meaningful – experiences. Apart from the expectation that students complete a minimum of 120 hours of work, projects may be individual or group based; students may or may not see projects through to completion but may contribute to (and be assessed on) progress; students may be involved in the initial pitch to clients and/or supervisors for the awarding of the project; students may, or may not, be involved in presenting the project during its progress, or at completion.
Learn in a Supportive Environment
At Torrens University Australia you get specialist design courses by designers for designers. Industry experts teach and mentor students, showing them the ropes with industry-relevant skills and super handy career advice.
Torrens University Australia lecturers don’t just teach; they act as mentors to help you achieve your goals. Committed to your success, your lecturers will work closely with you throughout your study.
Classes are kept small, with a maximum of 24 students, to ensure that you get individual attention when you need it.
In addition, you have access to industry-standard design computer labs and studio spaces, as well as a well-stocked resource centre to further enrich your learning experience.
Graduate with an Impressive Portfolio …
At Torrens University Australia, you develop knowledge and skills that are relevant to the industry. You also gain valuable exposure to the industry through the college’s internship program and work-integrated learning initiatives, where you have the opportunity to work on commercial projects with external clients.
You develop a network of contacts and potential clients as well as a professional-caliber portfolio – what every designer needs to land serious work.
… and a Career Advantage
Employers recognise that Torrens University Australia graduates are highly creative and competent, and have what it takes to hit the ground running.
Design houses and other employers regularly contact Torrens University Australia when looking to hire, so job opportunities may be communicated directly to you – often even before you graduate.
A positive student experience
Torrens University values the importance of a positive student experience, and therefore has robust processes to resolve student complaints. The Student Complaints Policy, and associated procedures, can be access from the website.
Paying for your qualification
We offer two payment options for this course:
If you want to complete your qualification debt-free you can choose to pay as you go. This means tuition fees will be invoiced each trimester and payment is required on or before the due date using EFTPOS, credit card or Flywire.
FEE-HELP is Australian Government’s loan scheme for higher education degree courses.
It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold ($54,869 in 2016-17). Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.
Further information about FEE-HELP, including eligibility, is available at:
Austudy and Abstudy
For full course and Media Design School details go to the college website
Frequently Asked Questions
Are Torrens University Australia qualifications recognised?
Yes, all Torrens University Australia qualifications are government-accredited and nationally recognised. In addition, Torrens University Australia maintains close industry links.
Can Torrens University Australia help me find work after I graduate?
The University provides you with the opportunity to seek work experience while you study, and also ensures that you graduate with a professional portfolio that can land you serious work.
Is Course Credit available?
Yes, course credit is available upon application and academic approval. This credit can take the form of credit transfer, block credit, or Recognition of Prior Learning (RPL). For further information, consult our friendly Course and Careers Advisor, or visit the website.
Where are Torrens University Australia campuses located?
Torrens University Australia has campuses located in Sydney, Brisbane, Melbourne and Adelaide. All campuses are centrally situated, close to public transport and cultural/commercial precincts enabling ease of access and connection to services.
What are the enrolment dates for the courses?
There are three major intakes per year for each Torrens University Australia course, plus special, mid-term intakes may also be available. You can enrol anytime during the year and start in the semester of your choice. However, do note that there is a maximum of 25 students per class so it’s important you enrol early to secure your place.
Contact your consultant now for information on available spots in the next intake.
What materials and equipment will I need to provide?
The hardware will need to follow industry standards and is currently recommended to be:
Processor: Intel Haswell Core i7 4790
Ram: 16gb DDR3
Graphics: NVidia GTX 1070 2GB
Harddrive: 256GB SSD
Network: Gigabit Ethernet
Monitors: 124″ 19:9 IPS LCD + 19” 4:3 LCD
Keyboard: Logitech MK120 USB
Mouse: Logitech M90 USB
Tablet: Wacom PTH‐651 Intuos Pro
Misc: 500GB USB2 External Hard Drive
Torrens University Australia, Ultimo Campus
46-52 Mountain Street, Ultimo
NSW Australia 2007
Torrens University Australia, Melbourne Campus
196 Flinders Street, Melbourne
VIC Australia 3000
Torrens University Australia, Brisbane Campus
90 Bowen Terrace, Fortitude Valley, Brisbane
QLD Australia 4006
Torrens University Australia, Adelaide Campus
82-98 Wakefield Street
Adelaide SA Australia 5000