3D Visualization Option - 3D Digital Design BFA

Overview for 3D Visualization Option - 3D Digital Design BFA

The 3D visualization option gives you the flexibility to pursue a broad range of applications that use digital design as the platform for 3D content creation. The option emphasizes creation and simulation of environments and objects for virtual spaces for a growing number of real-world opportunities. This option is part of the in the 3D digital design BFA degree.

3D digital designers use the aesthetic and technical expertise acquired in the 3D digital design major to create virtual elements featured in everything from TV and movies, virtual worlds, motion and broadcast graphics, and instructional multimedia. The option also includes data visualizations, augmented reality, medical and scientific simulations, architectural and engineering modeling, simulation for synthetic data generation and machine learning, and more. The vehicles, avatars, lighting, and environments you make are all designed to imagine something new, visualize an idea, or simulate a process. As you progress through the option you will discover new applications for your skills while working with advanced tools in a growing industry. From day one, you will learn and operate the same 3D software that professionals use to create projects with technologies like motion and facial capture, projection mapping, 3D scanning, and 3D printing, all of which are right at your fingertips.

As a students on the 3D visualization option you can easily collaborate with engineers, musicians, scientists, animators, and medical professionals. the curriculum affords you ample opportunity to apply your 3D design abilities in a variety of ways. You will take traditional design skills of shape, size, color, time, motion, lighting, and rendering, and expand upon them using 3D tools and emerging technologies to create the designs of the future. Alumni of the program can be found designing solutions to a broad range of challenges at top companies, and across medical, robotics, and other growing fields around the world.

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Careers and Experiential Learning

Cooperative Education and Internships

What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top companies in every single industry. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart.

Co-ops and internships take your knowledge and turn it into know-how. Your a rt and design co-ops will provide hands-on experience that enables you to apply your artistic capabilities in dynamic professional settings while you make valuable connections between classwork and real-world applications.

Students in the 3D visualization option are strongly encouraged to complete a cooperative education or internship experience.

Creative Industry Day

RIT’s Office of Career Services and Cooperative Education hosts Creative Industry Day, which connects students majoring in art, design, film and animation, photography, and select computing majors with companies, organizations, creative agencies, design firms, and more. You’ll be able to network with company representatives and interview directly for open co-op and permanent employment positions.

Featured Work

3D Digital Design Reel

A compilation of student work from the last few years.

100 Hour Project - Bump my Ride

Philip Szrama, Gary Jacobs, Jennifer Indovina

The RIT 3D digital design program created a funky virtual car show for its 100 Hour Project, an annual community-building event that challenges teams of students to make an animation based on a prompt...

Greg Kriesel '19

Featured Profiles

Building a Virtual Production Curriculum

Supported by MegaGrant from Epic Games, MAGIC Spell Studios has brought groundbreaking research and filmmaking techniques to RIT.

Pre-College Portfolio Prep Workshop 2022

RIT's annual Pre-College Portfolio Preparation Workshop offers students an engaging and rewarding experience. The course, taught by our School of Art's drawing and painting faculty, is a visual arts...

Design Research

Adam Smith, Alex Lobos

Research in design is unique at RIT’s College of Art and Design. We discover new ways of solving problems in an environment brimming with endless possibility. Not only do students have...

Curriculum for 3D Visualization Option - 3D Digital Design BFA

View Printable Curriculum

3D Digital Design - 3D Visualization Option, BFA degree, typical course sequence

Course		Sem. Cr. Hrs.
First Year
DDDD-101	Introduction to Modeling and Motion This course is an introduction to the representation of form and motion in three-dimensional software. The course focuses on the development of visual and verbal vocabulary as a means of exploring, developing, and understanding composition and motion with digital geometry and in virtual spaces. Topics include the basics of lines, planes, contour, transforming lines into form, composing images with a software camera, interaction of light and surface, perspective, resolution of geometry, and rendering. Perception and visual thinking are emphasized in the development of projects. Projects will include modeling organic and inorganic forms, composition, level of detail, creation of spaces and motion. Structured assignments develop skills in concept generation, basic form making, techniques for creating motion, and craftsmanship. Emphasis is placed on workflow, teamwork, and the technical and aesthetic aspects of each project. Lecture 2 (Fall).	3
DDDD-102	Introduction to Visual Design This course is an introduction to the development of surface materials in three- dimensional software, using the basic concepts covered in Intro to Modeling and Motion. Principles of additive and subtractive color are developed as they relate to the interpretation of physical phenomena within a virtual world. The vocabulary expands to include the interaction of light and surface attributes including: color, relief, specularity, transparency, and more. Projects focus on using color, value and texture to enhance the representation of form and space. The basics of node based materials design is introduced. Additional techniques for UV layout are introduced. Concepts are introduced through lectures, discussions, demonstrations, research, assigned projects, and critiques. Assignments develop skills in surface design, lighting and rendering. (Prerequisites: This class is restricted to students who have completed DDDD-101 with a C or better or equivalent course.) Lecture 2 (Spring).	3
DDDD-103	Imaging for 3D This course provides experience in generating images, both still and moving, for use with the three-dimensional software environment. Students learn techniques for drawing perspective and orthographic views as well as cabinet drawings, oblique drawings, and other techniques. Students learn to create curves to import for model creation, to capture images photographically to use as textures, to create wrapping textures, to compile multiple frames into a movie, to merge segments together into a single movie, to record and incorporate audio elements, and to export results to the web and other media. Students learn to use a green screen to add live elements to their work. (Prerequisite: DDDD-101 or equivalent course.) Lecture 2 (Spring).	3
FDTN-121	2D Design I This course is a structured, cumulative introduction to the basic elements and principles of two-dimensional design. Organized to create a broad introductory experience, the course focuses on the development of both a visual and a verbal vocabulary as a means of exploring, developing and understanding two-dimensional compositions. Concepts are introduced through lectures, discussions, demonstrations, research, assigned projects and critiques. The course addresses a wide variety of media, tools, techniques both traditional and technological, and theoretical concepts to facilitate skill development and experimentation with process. Visual comprehension, the ability to organize perceptions and horizontal thinking that crosses other disciplines and theories, are key foundational components to the development of problem solving skills. Accumulative aspects of the curriculum included the exploration of historical and cultural themes and concepts intertwined with aspects of personal interpretation and experience. (Undergraduate Art and Design) Studio 6 (Fall, Spring).	3
FDTN-131	3D Design I This course presents a progressive study over two-semesters in terminology, visual principles, exploration, concept generation, process, and techniques of three-dimensional design. Using hands-on problem solving, student will develop an informed understanding of the 3D form and space with an emphasis on the elements and principles of visual design and their function as the building blocks and guidelines for ordering a 3D composition. A heightened awareness of form and space will be developed through lecture, assigned projects, and critiques. Students will also develop a personal awareness of problem seeking and solving, experimentation, and critical analysis. Note: May be taken as a one-semester offering (Undergraduate Art and Design) Studio 6 (Fall, Spring).	3
FDTN-141	4D Design 4D Design introduces students to the basic concepts of art and design in time and space. The course explores elements of moving images such as continuity, still and moving image editing, transitions and syntax, sound and image relations, and principles of movement. Computers, video, photo, sound and lighting equipment are used to create short-form time-based work relevant to students in all majors and programs required to take this course. The course addresses the both historical conventions of time in art and recent technological advances, which are redefining the fields of Fine Art and Design. In focusing on the relations between students' spacing and timing skills, 4D Design extends and supplements the other Foundation courses, and prepares students for further work with time-based media. (Undergraduate Art and Design) Lab 5 (Fall, Spring).	3
YOPS-10	RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring).	0
	General Education – First-Year Writing (WI)	3
ARTH-1##	Any 100-level ARTH course (General Education-Artistic Perspective)	3
ARTH-1##	Any 100-level ARTH course (General Education-Global Perspective)	3
Choose one of the following:		3
	General Education – Natural Science Inquiry Perspective
	General Education – Scientific Principles Perspective
	General Education – Mathematical Perspective A or B
Second Year
DDDD-201	Modeling and Motion Strategies This course provides extensive coverage of methods for modeling where evaluation of the appropriate modeling method to use in various situations is key. The emphasis in the course is on problem solving. Modeling challenges of various types are incorporated into the projects. With these techniques students create complex models of organic and inorganic forms using many techniques. (Prerequisites: This class is restricted to students who have completed DDDD-101 with a C or better or equivalent course.) Lab 2 (Fall).	3
DDDD-202	Layers and Effects Students learn to utilize render layers and to create effects using software that makes it possible to incorporate multiple layers of image and audio into a single project. Issues related to integrating images created using different renders is covered. Emphasis is placed on incorporating various elements into a cohesive whole matching lighting and perspective. (Prerequisites: DDDD-102 and DDDD-103 or equivalent course.) Lab 2 (Spring).	3
DDDD-203	Scripting This course covers the use of scripts to control various aspects of three-dimensional environments, models, textures, motion, production workflow and more. Students develop scripts to control particles, models, textures, motion, and interaction with the environment. Additionally students gain experience downloading scripts to micro controllers. (Prerequisites: DDDD-101 or SOFA-215 or IGME-219 or equivalent course.) Lab 2 (Fall).	3
DDDD-209	Project Planning and Production In this course students learn to develop design documents, timelines, budgets, marketing plans, and supporting material for potential projects. A project of their own design is then fully implemented and presented at the end of the term. (Prerequisites: DDDD-102 or equivalent course.) Lecture 2 (Spring).	3
DDDD-207	Lighting, Materials, and Rendering The course will focus on advanced techniques in lighting, materials, and rendering. Students will light objects and spaces. Students will use shading networks to incorporate groups of two-dimensional and three-dimensional textures into realistic and non-photorealistic materials. Students will learn to use texture maps instead of detail in models to increase interaction speeds. Textures are used to prototype simple models into complex scenes before completion of final geometry. Normal maps and displacement textures are used to create detail in model UVs. Use of the node-based system to control many aspects of the 3D environment is covered. Use of textures to simulate non-dynamic lights and shadows is introduced. Planning for the economical use of textures and for the replacement of models with texture maps in level of detail (LOD) situations will be addressed as well. Students will learn to design effective render layers and explore the strengths and weaknesses of various renderers to make effective judgments about which renderer to use in a given situation. (Prerequisites: DDDD-202 or equivalent course.) Lecture 2 (Spring).	3
DDDD-208	Anatomical Figure Drawing Lessons introduced in lecture will be applied during figure drawing sessions. These lessons describe a proportion system developed by Robert Beverly Hale to define the human skeleton. After studying the skeleton, the course focuses on all major muscle groups and their influence on the human form. Lab 3 (Spring).	3
	General Education – Ethical Perspective	3
	General Education – Social Perspective	3
	Art History Elective†	3
	Programming Elective	3
Third Year
DDDD-301	Professional Practice (WI-PR) The course focuses on preparing students to enter the professional world. Projects include the development of a resume, cover letter, artist's statement, bio, and portfolio. Focus is placed on submitting work to competitions, both visual and written, related to their work. (Prerequisites: DDDD-103 or equivalent course and completion of First Year Writing (FYW) requirement.) Lecture 3 (Fall).	3
DDDD-302	General Education Elective: History of Digital Graphics (WI-PR) This course will focus on three-dimensional design, covering the development of digitally based 3D graphics and imagery from their prehistory to the present. Additionally, the course will explore related technologies and the growth of the computer graphics industry. Major pioneers and their contributions to the field are reviewed. The course traces the use of 3D digital tools in the creation of graphics for design, interactive media, fine art, animation, visualization, and performance: providing students with a solid foundation in the history and development of the discipline. Lecture 3 (Fall).	3
DDDD-303	Collaboration Project This course contextualizes mid-career acquired technical and aesthetic 3D Digital Design skills within a professional production setting. Students join or are assigned to collaborative teams that work with internal or external clients in the design, development, and completion of a long-form 3D Digital Design project that meets specific client-centered goals. Project scope, outcomes, milestones, deadlines and deliverables are negotiated and agreed upon between the client and the student team. The course focuses on the development of collaboration skills among the team members, and in the differentiation between team objectives and individual goals. Students will learn the process of clear communication with a client in a professional setting. (Prerequisites: DDDD-206 or equivalent course.) Lab 2 (Fall or Spring).	3
	3DDD Professional Electives	6
	Open Electives	6
	General Education – Immersion 1, 2	6
	Art History Elective†	3
Fourth Year
DDDD-402	Senior Capstone I The course focuses on implementation of a three-dimensional digital design project from the planning stage, through completion and presentation. By the end of the term the student will have completed at least half of the project and have made all of the aesthetic decisions relative to the project in preparation for an intense critique at the end of the term. (Prerequisites: DDDD-306 or equivalent course.) Lecture 3 (Fall, Spring).	3
DDDD-403	Senior Capstone II The course focuses on the completion of a major three-dimensional digital design project from the planning stage, through completion and presentation. Based on the feedback received in the critique at the end of the previous sections of Senior Capstone I, students will refine and complete their project and prepare to submit their work to competitions and integrate it into their portfolio. Finished projects are presented in a Senior Capstone show. (Co-requisite: DDDD-402 or equivalent course.) Lecture 3 (Spring).	3
	3DDD Professional Electives	12
	Open Electives	9
	General Education – Immersion 3	3
Total Semester Credit Hours		120

Please see General Education Curriculum (GE) for more information.

(WI) Refers to a writing intensive course within the major.

Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.

† Art History electives are non-studio courses searchable in SIS with the Art History attribute of ARTH.

Electives

3DDD Professional Electives

Course
DDDD-304	3D Motion Graphics This course addresses the technical and aesthetic concerns in the production of 3D motion graphics for various implementations, including station identifications for television networks, film titles, public service broadcast, music video, scoreboard graphics and logos for advertising. The course also examines current trends and implications for future application of 3D motion graphics in the broader field of 3D communication design. Major areas of focus are the use of three-dimensional typography, design development and presentation, screen composition, timing, transition and content. 3D Visual Effects as they pertain to 3D motion graphics are also addressed. (Prerequisite: DDDD-101 or equivalent course.) Lab 3 (Fall or Spring).
DDDD-516	Advanced Studio: Topic This course will focus on working in a studio environment to explore or refine skills in an area of three-dimensional digital design. Students will work closely with the instructor to research and complete tutorials in a new area. They will develop skills in that area and then articulate what they have learned. An area of exploration will be defined by the topic for the course. Topics can not be re-taken. (Prerequisite: DDDD-306 or SOFA-226 or ILLM-506 or equivalent course.) Lab 2 (Fall or Spring).
DDDD-517	Experimental Workshop The course focuses on implementing, advanced, newly developing ideas in three-dimensional computer graphics. The specific topic varies and is determined by the instructor. A specific course outline is provided each time the course is taught. Potential topics include the creation of interactive installations, game asset design, digital performances, cyber fashion, network art, locative media, scientific visualization, information visualization, event design, projection design, or any new area in digital design. This course has a subtopic and may be repeated with different subtopics; subtopics cannot be repeated. (Prerequisites: DDDD-206 or equivalent course.) Lecture 2 (Fall, Spring).
DDDD-521	Character Design and Rigging This course will cover the design of characters and then the creation of them using three-dimensional software, inverse kinematics, parent and rigid binding, bones, and deformers. Students will design characters using techniques like interpretant matrices, model sheets, sketches, and maquettes followed by development of actual characters in software. Characters are designed for incorporation into motion graphics, games, real time applications, performance, or visualization. (Prerequisites: DDDD-201 and DDDD-203 or equivalent courses. Co-requisite: DDDD-208 or equivalent course.) Lecture 2 (Fall).
DDDD-522	Environment Design This course covers modeling techniques useful in developing environments, both interior and exterior. The content of the course covers proportions appropriate to a variety of environments, lighting for spaces, surface design to replicate real world materials, and building to an appropriate level of detail for the circumstance. (Prerequisites: DDDD-201 and DDDD-207 or equivalent courses.) Lecture 2 (Fall).
DDDD-523	Hard Surface Design The course focuses on designing and constructing hard surface models including machinery, furniture, vehicles, electronics, and robots. Students explore the use of different modeling techniques in the process and are particularly interested in the flow of the topology within the geometry. Some attention is given to creating controls for moving the hard surface models. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Fall).
DDDD-526	Physical Interface Design This course covers the use of basic electronics so that students can develop embedded systems or controllers for games, design environments with ambient intelligence, design interactive museum exhibits and point of purchase installations, or embed electronics in clothing. Students use micro controllers, sensors, switches, lights, and motors to implement their designs. Lecture 2 (Spring).
DDDD-527	Real Time Design In this course students design levels for games or virtual worlds for a variety of applications. Once the design is complete, the design is implemented using high-end three-dimensional software. In many cases the projects will be large and will be executed by teams of students. Versioning systems will be used to keep track of the most recently developed assets. Models are imported into real time software engines for manipulation. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Fall or Spring).
DDDD-528	Simulating Natural Phenomena Students will learn to simulate gasses, liquids and forces as well as develop complex organic systems in natural environments. Students will employ particle systems, physics engines, l-systems, and software designed especially for developing richly detailed natural environments. The content of the course encompasses both modeling natural environments and also phenomena in motion, such has windstorms, fire, cloth, hair, fur, and water. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Spring).

Programming Electives

Course
CMPR-271	Computational Problem Solving for Engineers This course introduces computational problem solving. Basic problem-solving techniques and algorithm development through the process of top-down stepwise refinement and functional decomposition are introduced throughout the course. Classical numerical problems encountered in science and engineering are used to demonstrate the development of algorithms and their implementations. May not be taken for credit by Computer Science, Software Engineering, or Computer Engineering majors. This course is designed for Electrical Engineering and Micro-Electronic Engineering majors and students interested in the Electrical Engineering minor. (Prerequisites: (MATH-181 or MATH-181A or MATH-171) and (MCEE-BS or EEEE-BS or ENGRX-UND or EEEEDU-BS or ENGXDU-UND) or equivalent courses.) Lecture 3 (Fall, Spring).
CSCI-141	Computer Science I This course serves as an introduction to computational thinking using a problem-centered approach. Specific topics covered include: expression of algorithms in pseudo code and a programming language; functional and imperative programming techniques; control structures; problem solving using recursion; basic searching and sorting; elementary data structures such as lists, trees, and graphs; and correctness, testing and debugging. Assignments (both in class and for homework) requiring a pseudo code solution and an implementation are an integral part of the course. An end-of-term project is also required. Lec/Lab 6 (Fall, Spring).
GCIS-123	Software Development and Problem Solving A first course introducing students to the fundamentals of computational problem solving. Students will learn a systematic approach to problem solving, including how to frame a problem in computational terms, how to decompose larger problems into smaller components, how to implement innovative software solutions using a contemporary programming language, how to critically debug their solutions, and how to assess the adequacy of the software solution. Additional topics include an introduction to object-oriented programming and data structures such as arrays and stacks. Students will complete both in-class and out-of-class assignments. Lab 6 (Fall, Spring).
GCIS-127	Software Development for Transfers
IGME-101	New Media Interactive Design and Algorithmic Problem Solving I This course provides students with an introduction to problem solving, abstraction, and algorithmic thinking that is relevant across the field of new media. Students are introduced to object-oriented design methodologies through the creation of event-driven, media-intensive applications. Students will explore the development of software through the use of a range of algorithmic concepts related to the creation of applications by writing classes that employ the fundamental structures of computing, such as conditionals, loops, variables, data types, functions, and parameters. There is an early emphasis on object oriented concepts and design. (This course is restricted to students in NWMEDID-BS or NMDE-BFA with at least 2nd year standing or GAMED-MN students.) Lec/Lab 6 (Fall, Spring).
IGME-105	Game Development and Algorithmic Problem Solving I This course introduces students within the domain of game design and development to the fundamentals of computing through problem solving, abstraction, and algorithmic design. Students will learn the basic elements of game software development, including problem decomposition, the design and implementation of game applications, and the testing/debugging of their designs. (This course is restricted to GAMEDES-BS Major students.) Lec/Lab 6 (Fall, Spring).
ISCH-110	Principles of Computing This course is designed to introduce students to the central ideas of computing. Students will engage in activities that show how computing changes the world and impacts daily lives. Students will develop step-by-step written solutions to basic problems and implement their solutions using a programming language. Assignments will be completed both individually and in small teams. Students will be required to demonstrate oral and written communication skills through such assignments as short papers, homework, group discussions and debates, and development of a term paper. Computer Science majors may take this course only with department approval, and may not apply these credits toward their degree requirements. Lec/Lab 3 (Fall, Spring).

Admissions and Financial Aid

This program is STEM designated when studying on campus and full time.

This option is part of the 3D digital design BFA. Please visit the degree program page for admission requirements.

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Financial Aid and Scholarships

100% of all incoming first-year and transfer students receive aid.

RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
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Latest News

January 19, 2023

Graduate works on 'Colossal Cave' project led by legendary game designers

Morgan Hamilton '22 (3D digital design) worked as a 3D environment artist for "Colossal Cave," a reimagining of a classic 1976 game. Industry legends Roberta and Ken Williams came out of retirement to lead the project.
January 18, 2023

Alumna's career defined by contributions to pioneering 3D technology

Tish Khan '17 (3D digital design) has worked closely with a variety of emerging and innovative technologies during her professional career.
October 4, 2022

RIT welcomes prospective students for National Portfolio Day

RIT's College of Art and Design faculty, along with those at 25 other top art and design schools, reviewed students' portfolios as they prepared their artwork for the college admissions process.

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