3D Modelling

• Aspiring 3D Artists and Animators: Individuals aiming to build a career in 3D modelling and animation across various industries.
• Students and Graduates in Art, Design, and Animation: Those pursuing studies in related fields, seeking to enhance their skills in 3D content creation.
• Game Developers: Professionals and enthusiasts looking to create engaging virtual worlds and characters for digital games.
• Architects and Engineers: Individuals interested in using 3D software to demonstrate proposed landscapes, structures, and designs.
• Medical Professionals: Those aiming to create 3D models of organs and other anatomical structures for educational and diagnostic purposes.
• Scientists and Researchers: Individuals utilizing 3D geological models and other scientific visualizations in their work.
• Hobbyists and Art Enthusiasts: Individuals passionate about art and design, seeking to learn 3D modelling for personal projects.

Nowadays, 3D modelling is used in various fields. Movies has animated characters, objects and environment. Many digital games create engaging virtual worlds. Architects, engineers use 3D softwares to demonstrate proposed landscapes, structures etc. Even 3D models of organs are used in Medical Industry. Scientists use 3D geological models. As the use of 3D models increases, the demand for the same increases. If you want make career in any of the above mentioned fields, you must learn 3D Modelling!

The academic approach of the course focuses on ‘work-centric’ education. With this hands-on approach, derive knowledge from and while working to make it more wholesome, delightful and useful. The ultimate objective is to empower learners to also engage in socially useful and productive work. It aims at bringing learners closer to their rewarding careers as well as to the development of the community.

• Step 1: Learners are given an overview of the course and its connection to life and work
• Step 2: Learners are exposed to the specific tool(s) used in the course through the various real-life applications of the tool(s).
• Step 3: Learners are acquainted with the careers and the hierarchy of roles they can perform at workplaces after attaining increasing levels of mastery over the tool(s).
• Step 4: Learners are acquainted with the architecture of the tool or tool map so as to appreciate various parts of the tool, their functions, utility and inter-relations.
• Step 5: Learners are exposed to simple application development methodology by using the tool at the beginner’s level.
• Step 6: Learners perform the differential skills related to the use of the tool to improve the given ready-made industry-standard outputs.
• Step 7: Learners are engaged in appreciation of real-life case studies developed by the experts.
• Step 8: Learners are encouraged to proceed from appreciation to imitation of the experts.
• Step 9: After the imitation experience, they are required to improve the expert’s outputs so that they proceed from mere imitation to emulation.
• Step 10: Emulation is taken a level further from working with differential skills towards the visualization and creation of a complete output according to the requirements provided. (Long Assignments)
• Step 11: Understanding the requirements, communicating one’s own thoughts and presenting are important skills required in facing an interview for securing a work order/job. For instilling these skills, learners are presented with various subject-specific technical as well as HR-oriented questions and encouraged to answer them.
• Step 12: Finally, they develop the integral skills involving optimal methods and best practices to produce useful outputs right from scratch, publish them in their ePortfolio and thereby proceed from emulation to self-expression, from self-expression to self-confidence and from self-confidence to self-reliance and self-esteem!