What is a Bachelor of 3D Design and Animation?
A Bachelor of 3D Design and Animation provides the technical skills, creative development and practical experience you need for a career in 3D design and animation. Incorporating industry engagement throughout, this bachelor of animation will prepare you to work as a 3D and visual effects artist and animator.
This course will develop your practical skills in 3D design, underpinned by foundations of 3D modelling, animation and interactivity in the games industry, and the study of professional practice in 3D design and animation workplaces. By the end of this course, you’ll have a combination of well-rounded 3D design and animation skills with an understanding of emerging areas of the field and niche skills in a specialist area. You will have worked on client projects, been mentored by industry leaders and taken part in internship opportunities.
- Explore design and animation theory and context.
- Work with industry-standard creative processes and actual briefs.
- Complement your specialisation with electives from other disciplines.
- Experiment with the latest advances in VR/AR.
Free Adobe Creative Cloud Pro licence
You'll receive a free Adobe Creative Cloud Pro licence for the entire time you're studying Design with us.
Houdini SideFX certified school
Gain free access to the award-winning industry-standard Houdini SideFX platform.
This cutting-edge degree can lead you into one of the most imaginative, innovative and technical fields of design – 3D design and animation. In your final year, as well as refining your skills, you’ll develop your professional portfolio, so you are ready to start working in an industry where you can unleash your creativity and your technical know-how every day.
Potential career paths
Average salary: $40,000 - $103,000
Average salary: $53,000 - $85,000
Visual Effects (VFX) Designer
Average salary: $41,000 - $120,000
3D Computer Modeler
Average salary: $45,000 - $103,000
Subjects and units
This course comprises of eight core subjects, 12 specialisation subjects and four elective subjects.
Each subject involves 10 hours of study per week, comprising three hours of facilitated study and seven hours self-directed study.
Design Context | DCX101Design Context is a foundational subject that introduces students to the designed world and their place within it. Students are encouraged to explore the interconnected nature of design and its capacity to inspire change, drive progress and navigate complex challenges. Through observation, research and iterative approach students will develop a series of creative responses that demonstrate an awareness of the value of design and its ability to create meaningful interactions for people, communities and their environments.
3D Asset Creation | ACR1033D 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.
2D Asset Creation | ACR1012D Visual Asset Generation utilises traditional art foundation theories and contextualises these practices for the digital domain. Students will create artefacts in digital formats for a variety of uses including concept art, pixel art, in-game assets, colour keys, user interface flow diagrams and more. Practical applications of art specifically for games will also be covered such as the basics of 2D digital animation. Students will receive critique from lecturers and learn to evaluate their own artwork with a critical eye.
Design Studio 1 | DSO102This subject explores the relationship between materials and storytelling. It introduces students to the attributes of materiality and encourages them to re-imagine the possibilities of creating through making. Students will explore the art of paper folding, developing skills and taking creative risks. These results will be captured digitally and altered using the appropriate software. Individual tasks allow students to develop an understanding and appreciation of materials, their many varied uses, properties, and the sustainable manufacturing processes related to them. Students will progress towards determining suitable materials in which to construct their final model with its form and function contextualised and supported by a documented process journal. Their final submission will be a model that reminds us that stories which fill our lives are not only spoken and written but sometimes are best told through craft.
Animation Principles | ANP100This subject explores the fundamental principles and a variety of techniques to produce animations within 3D software. This subject introduces the fundamental concepts and ideas relating to keyframe based animations such as speed, ease and velocity. Students are also introduced to alternative methods of animation including expressions and custom scripting, procedural and dynamics based animations. These skills are designed to expand student awareness of applying animation to a wide range of potential outcomes such as game design, broadcast motion design, social media, branded identity or advertising.
Beyond the Creative Industries | BCI100This subject introduces a wide array of emerging trends and interdisciplinary career opportunities that sit outside traditional creative industries. This subject explores the intersection of technology and design across a range of industries looking beyond the field of entertainment. Students broaden their understanding of potential career opportunities by challenging existing stereotypes where specialist technical skills are utilised. Students are encouraged to investigate case studies, identify emergent trends and examine strategies to develop, navigate and cultivate collaborations with professionals from other specialisations.
Design Studio 2 | DSO103Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.
Design Studio 3 | DSO201The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed.
Hard Surface and Environment Modelling | HSE200
This subject focuses on continuing to develop a variety of different of modelling and 3D design skills suitable for the creation of photorealistic and animated visualisations. This subject introduces a variety of professional hard surface modelling techniques common in a variety of complex 3D forms, along with a range fundamental modelling approaches such as geometry efficiency, polygon management manipulation. This subject also explores a variety of approaches to designing and modelling both natural and manmade environments. Students will learn scale-accurate 3D design principles and techniques specific to the creation of photorealistic 3D models and materials. These assets and skills are applicable for a variety of applications such as film compositing set design, game level and world design and architectural visualisation.
In addition to learning about photorealistic approaches, students will also have the opportunity to design, develop and explore bespoke stylistic visual approaches complimentary to photorealism.
Procedural Geometry and Workflow | PGW200This subject covers the theory and methodology of 3D procedural geometry and animation workflows which enable students to develop 3D models, assets and content in a programmatic way as opposed to a linear asset development path or individual asset sculpting and modelling workflows. The subject explores how retaining the ability to edit 3D assets and animation up to the final step is beneficial for both artist and client within a procedural workflow. This subject introduces how procedural scripting and programmatic node based 3D development of models and animations enables for powerful results for particles, simulations, and dynamics. This alternative procedural workflow expanded upon in this subject is designed to expand student’s capabilities for 3D outcomes to match industry leading approaches.
Problem Based Learning Studio | PBL202Problem-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.
Animation | ANI203This subject provides students with foundational and core skills in rigging and animating characters and 3D elements in industry pipelines. The principles in animation, kinematics, rigging mechanics, animation direction and performance are explored, to inform the processes involved. Students will investigate industry techniques and practices and apply these in common scenarios in the field of game development and interaction.
Advanced 3D Asset Creation | AAC202
This subject builds and expands upon the 3D asset creation techniques explored and practiced in ACR103.
Students will explore more advanced methodologies used in professional practice and integrate them into their existing workflows. This includes the areas of modelling, sculpting, texturing, shading and other 3D processes. With these principles and techniques, students will be able to achieve even greater artistic results with better efficiency.
Discover, Define, Develop, Deliver | DDD203The 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 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.
Social Enterprise | SEN301Social 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.
Lighting and Look Development | LLD300This subject focuses on different lighting and look development approaches of 3D assets and animations. Different approaches required when using rendering engines such as Arnold or using real-time game engines such as Unreal are also explored. An emphasis is placed on a variety of physical based render (PBR) material, textural, lighting, colour and shadow technical approaches that can change the look and feel of existing 3D assets. Students engage with the post-production workflows to produce different stylistic visual outcomes. A variety of lighting techniques and light methodologies are employed to enhance the visual outcomes of 3D assets. Students will render with both compositing and real-time outcomes to display their texture artistry and their creative lighting development.
Real Time Animation Production | RTA300This subject covers the principles, methods and structures required for real-time 3D animation production in real-time engines. Students explore asset development using professional pipeline workflows between their 3D program to model, texture, rig, and animate, before developing and editing their scenes within the gaming engine. A focus is placed on optimisations of their 3D assets in order to ensure the best performance inside of the real-time engine. Pipeline planning and scripting will be introduced as a way to optimise workflow. The subject also covers animation production and production design concepts and techniques to equip students with strategies to produce a collaborative team-based production.
Major Project | CDM301AThis subject examines the effect design has on instigating social innovation and change. Students are introduced to the reality and constraints of working with a real-world client on a major live project. Students will utilise holistic, people-focused methodologies to investigate the social, ethical and human impact of design, whilst ensuring emphasis is placed on the positive effect and critical influence of design on society. By identifying an emotional and authentic core to the project they will be required to demonstrate a critical understanding of the design process so as to move beyond purely commercial and brand centered practices.
Work Integrated Learning | WIL302
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.
There are two work integrated learning options available to students:
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.
Portfolio | CDM303AThis subject focuses on developing a broader understanding of design portfolios and presentations within the context of current industry directions. Students will participate in self-directed research and evaluate contemporary styles and methods of presentation. Students examine target markets, identifying the specific needs and preferences of the design industry by analyzing self-promotional, print and digital portfolio materials. This subject provides a framework for students to create a dialogue between themselves and the design industry.
Working independently, students will explore their own design philosophy and use this to compose an effective self-promotional presentation targeting potential employers or clients. Additionally, students will create a design portfolio appropriate to their chosen field, demonstrating an understanding of effective self-branding, page-sequence and personal narrative.
Game Production Foundation | GPF104Game 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 other disciplines in a professional development environment.
Visual Language of Design | DGDVL100
In this subject students will study the history and evolution of art and design acknowledging the major influences and commentators of the industry.
The introduction of essential fundamental design principles and elements build to a comprehensive understanding, enabling students to start seeing and thinking like a designer.
Students will be challenged to develop visual solutions to design problems and acquire the knowledge, skills and perspective necessary to identify and articulate techniques and concepts exhibited in design work.
This is followed by an in-depth look at the design process from receiving the brief up to the client presentation and reflection on success of project.
Illustration | DGDIL100This subject explores the history, techniques, styles, elements and principles of different mediums within illustration. Students will apply visual problem solving, exploration and conceptual skills to develop their own sense of style while creating illustrations that can be used in a commercial context for print, web and animated content.
Motion Graphic Design | MGD200This subject develops idea generation and concept development practices applied to motion graphic sequences. As a means of enriching the design process, the history of motion graphic traditions such as broadcast and film title design are also investigated. Students develop motion graphic animations using a variety of techniques that may include kinetic typography, 2D and 2.5D animation, video compositing, visual effects, and rotoscoping. By exploring new techniques students expand their video, animation and mixed media production abilities.
Emerging Design Technologies (Commercial) | IDC206AEmerging Design Technologies: Commercial examines the technology focused theories affecting the experiential nature of design for commercial and public environments in both the physical and digital arena. It examines how technology is influencing the experience of retail, exhibition, workplace, hospitality and any activity associated with the commercial experience. It also examines a global context of changing perceptions of ‘commerce’ and how the commercial environment is being redefined by environmental and technological trends. This subject also explores the emerging factors influencing the experience of virtual worlds, film and animation.
Persuasive Media Production | PMP300This subject explores new media platforms and influence that video production has had with the rise of social media platforms and their associated micro-trends. This subject requires students to identify, research, develop and distribute branded outcomes within those micro-trends on a dedicated social media platform. Students are exposed to the psychological hooks that engage audiences and video production trends that have developed alongside the new platforms. Students are required to explore the nuances of audience and platform distribution strategies and analyse case studies surrounding successful and contextual outcomes. The subject dispels the idea that traditional distribution outlets for video production are the dominant forms of consumption.
Pre-Production Capstone 1 | PPR301Students develop game project documentation to be used in the development of a game, enhancing their skills in the areas of industry procedures and game design principles. Students draw on learning from previous materials to debate and justify the contents of their design. Teams need to communicate the project, ideas and scope through presentation, documentation, and playable prototypes. During this preproduction period, the environment is studio based, helping students prepare for industry realities.
Learn with industry standard technologies
International students must not enrol in more than one-third (33%) of online subjects over their course, and must study at least one face-to-face subject each study period. Please note that due to COVID-19, authorities have provided exceptions to the usual face-to-face learning requirements. For more information, visit Study in Australia.
International students on a student visa are required to study full time (i.e. must complete a minimum of 1.0 EFTSL of study per year). For the latest information on study locations, please check the entry requirements flyer.
Industry partners and work placements
Check the domestic course fee schedule for the cost of your course.
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.
ScholarshipsIf you are truly passionate about Design and Creative Technology, we want to hear from you. We have a variety of Design and Creative Technology scholarships on offer to assist you in becoming a key part of the Design and Creative Technology industry:
Before you begin your course application, check that you meet the requirements listed below.
OR Successful completion of a Vocational qualification (AQF Level 4), or above
OR Successful completion of a Higher Education qualification
OR Work life experience demonstrating the ability to undertake study at the required level.
Guaranteed pathway and Recognition of Prior LearningIf you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.
Check the international course fee schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Course fees can be paid across three study periods. Each instalment to be paid before the beginning of the academic stage census date.
ScholarshipsWe want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.
Before you begin your course application to study as an international student, check that you meet the requirements below.
Guaranteed pathway and Recognition of Prior LearningIf you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.
How to apply
Read through the admissions criteria and ensure you meet the entry requirements.
It’s easy! Apply online below or contact us and we can help on 1300 575 803.
We’ll contact you shortly after to confirm your details and help you through the rest of the process.
Frequently asked questions
How do I apply for a course?Domestic students:
Check the entry requirements for the course you’re interested in and submit your initial application form online to begin your journey at Torrens University Australia.
If you have any difficulty, please contact our Future Student Advisors, who can talk you through the process.
ALL SA/SACE and Victorian high school students must apply through SATAC and/or VTAC. Search for Torrens University Australia, Billy Blue College of Design or Blue Mountains International Hotel Management School.
If you are an international student hoping to begin your studies in Australia, study online, or transfer from another university, you may choose to do so through our Education Agents. Our agents are located throughout the world and will make sure the enrolment process runs smoothly. View the full list of International Education Agents. You can also apply online. For anything else, please contact our International team.
Can I get course credit for previous experience?
Yes, course credit is available for most courses upon application and academic approval (excluding Higher Degree by Research programs).
If you have already completed a qualification or have relevant work experience, you may be eligible for credit towards your course. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL). Review our Course Credits page or chat to our Future Student Advisors.
What are Recognition of Prior Learning (RPL) and Credit Transfer (CT)? How do I apply?
Recognition of Prior Learning is an assessment process that recognises experience, previous study and qualifications, and other forms of informal and non-formal learning, to determine if you meet course requirements.
If you have relevant qualifications or experience, you may be eligible for credit towards your course and a reduction in tuition costs.
Please speak to our Future Student Advisors to discuss your prior learning experiences.
For more information, please visit Course credits.
How do I apply for a scholarship?
Torrens University has a wide range of scholarship options to support new, returning, international and Australian students. They all include a reduction in tuition fees, and some scholarships include a mentoring component with our industry partners.
When you speak to our Future Student Advisors, let them know you wish to be considered for a scholarship in your application form. They will show you how to apply for a scholarship.
For more details, explore our range of scholarships.
What are Torrens University Australia’s ATAR requirements for domestic students?Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate. Exceptions may apply to some courses.
What if I don’t meet the entry criteria for a degree?
Am I eligible for FEE-HELP?
If you are a domestic student attending university or an approved higher education provider, you can get a FEE-HELP loan to pay all or part of your tuition fees.
You are eligible for FEE-HELP assistance for a unit of study (i.e. subject) if you:
- Undertake study with an approved provider.
- Meet the citizenship and residency requirements:
- An Australian citizen or a New Zealand Special Category Visa holder who meets the long-term residency criteria and who will undertake, in Australia, at least one unit of study contributing to your course; OR
- A permanent humanitarian visa holder who will be a resident in Australia for the duration of your unit; OR
- Are a permanent visa holder who is undertaking bridging study for overseas-trained professionals, and will be a resident in Australia for the duration of the study.
- Enrolled in an eligible unit of study by the census date for the unit.
- Have not exceeded the FEE-HELP limit.
For full details, visit the Australian Government website Study Assist.
If you are still unsure, please contact our Future Student Advisors who can talk you through the information.
Want to find out more?
Don't forget to download the course guide or get in touch with us below.