The TESDA Course in 2D GAME ART DEVELOPMENT NC III consists of competencies that are required for digital 2D art for video games.

A student or trainee who has achieved this TESDA Course in 2D GAME ART DEVELOPMENT NC III is qualified to be:

  • 2D Game artist
  • 2D Game concept artist
  • 2D Game animator


Trainees or students wishing to gain entry into this course should possess the following requirements:

  • At least high school graduate or equivalent experience
  • With artistic and drawing skills which will be validated by :
    • a talent entrance exam to be administered by the training institution using a tool devised by the Technical Experts Panel (TEP) and Participants of the National Validation of this Training Regulation
    • the submission of a portfolio (hard & soft copy should be provided)
  • Good moral character
  • Mentally and emotionally able.
  • Has the capacity to communicate in both oral and written
  • Physically able to manipulate a mouse, track

This list does not include specific institutional requirements such as educational attainment, appropriate work experience and others that may be required of the trainees by the school or training center delivering this TVET program.


Level: NC III
Nominal Training Duration :

(Basic Competency) 64 hours
(Common Competency) 70  hours
(Core Competency) 800 hours
OJT (in a game studio or a company allocating resources for game development related projects) 200 hours


This course is designed to develop & enhance the knowledge, skills, & attitudes of a 2D Game Artist in accordance with industry standards. It covers the basic & common competencies in addition to the core competencies such as preparing art document, creating storyboard and asset list, developing concept art, developing final artwork using graphic application and applying in-game animation. The nominal duration of 934 hours covers the required units at 2D Game Art Development NC III and an additional 200 hours on-the-job (OJT) training. TVET providers can however, offer a longer, ladderized course covering the NC III basic, common, core and elective units.


This units of competency comprising this qualification include Basic, Common and Core Competencies.

To obtain this TESDA Course in 2D GAME ART DEVELOPMENT NC III, all units prescribed below for this qualification must be achieved.

These units of competency comprising this qualification include the following:

ICT313344 Develop and conceptualize art style
ICT313345 Create storyboard and asset list
ICT313346 Prepare art document
ICT313347 Develop final artwork using graphic application
ICT313348 Apply in-game animation
ICT315203 Apply critical thinking and thought organization
ICT315202 Apply quality standards
ICT311203 Perform computer operations
500311109 Lead Workplace Communication
500311110 Lead Small Teams
500311111 Develop and Practice Negotiation skills
500311112 Solve Problems Related to Work Activities
500311113 Use Mathematical Concepts and Techniques
500311114 Use Relevant Technologies

These guidelines are set to provide the Technical Vocational Education and Training (TVET) providers with information and other important requirements to consider when designing training programs for 2D GAME ART DEVELOPMENT NC III.



This unit defines the knowledge, skills and attitude required to prepare and develop initial art based on game design document.

  1. Develop look-andfeel
    • Concept Studies are drawn and compiled based on GDD
    • References are gathered in line with the game key concept
    • Style guide is defined and explained in line with key concept and target platform
  2. Draw and compile characters
    • Game characters are identified based on GDD
    • Characters are drawn based on the style guide and asset list
    • Character attributes are explained following enterprise procedures
  3. Draw the game world
    • Specific environments or level background are identified based on GDD
    • Environments or level backgrounds are drawn based on Style Guide
    • In-game worlds/backgrounds are explained following enterprise procedures
  4. Draw and compile other assets
    • Resource asset list is prepared in line with GDD
    • Resources are drawn based on style guide and asset list
    • Assets behavior and functions are described following enterprise procedures
  5. Develop graphical user interface
    • Graphical User Interface (GUI) elements are identified based on GDD
    • GUI is drawn based on Style Guide


This unit defines the knowledge, skills and attitudes required to create storyboard and asset list based on the identified key references and storyline.

  1. Develop storyboard panels
    • Storyline is identified based on GDD
    • Key references are identified based on GDD
    • Create Thumbnails/Roughs based on Storyline.
    • Create Asset list based on GDD
  2. Create narrative devices
    • Narrative elements are prepared based on GDD
    • Storyline elements are documented based on storyboard and given script
    • Items are improved and added to the previously created asset list based on GDD
  3. Create cut scenes
    • Cut scenes are identified based on storyboard and script
    • Individual storyboards are drawn using proxies for each cut scene based on the style guide
    • Asset list is finalized based on GDD


This unit defines the knowledge, skills and attitudes required to develop concept art for character, props/objects and background layout constructs. It also involves concepts for special effects.

  1. Prepare concept for characters
    • Character model sheets are made with constructs in line with GDD
    • Functionality and detail of character construct are noted in line with enterprise procedures.
    • Object priority is assigned based on character model sheets
  2. Prepare concept art for props/objects
    • Prop/Object model sheets are made with constructs in line with GDD
    • Functionality and detail of object constructs are noted in line with enterprise procedures
    • Object priority is assigned based on prop/object model sheets
  3. Prepare concept art for background layout
    • Background model sheets are made with constructs in line with GDD
    • Functionality and detail of object constructs are noted in line with enterprise procedures.
  4. Prepare concepts for special effects
    • Type of effect is established in line with storyboard and script
    • Special effects studies are created based on the established type of effect
    • Reference frames are drawn based on approved special effects studies
    • Mock color is added to the effects based on given special effects studies
    • Object priority is assigned based on given special effects studies
  5. Prepare concept arts for GUI
    • Prop/Object model sheets are made with constructs in line with GDD
    • Functionality and detail of object constructs are noted in line with enterprise procedures
    • Object priority is assigned based on prop/object model sheets


This unit defines the knowledge, skills and attitudes required to develop the final artwork and its details based on approved modifications using graphic application.

  1. Create the linework
    • Original concept art is redrawn according to style guide
    • Final details are added based on approved modifications
  2. Apply color to artwork
    • Base colors are applied in each layer based on corresponding style guide and concept art
    • Shades and effects in layers are applied based on corresponding style guide and concept art
  3. Prepare final palette/color map sheet
    • All colors used in the colored art work are indexed and tagged with RGB code
    • Color map is prepared based on the index and tags
    • Color map sheet is supplemented to the final artwork
  4. Break graphics into assets/create object library
    • Graphics are split into separate asset/layers in line with job requirements
    • Assets are exported according to game engine requirements


This unit defines the knowledge, skills and attitudes required to identify, manage, arrange assets into keyframes and render the required file format.

  1. Import assets
    • Assets to be imported are identified according to scene requirements
    • Assets are managed according to client’s instructions and requirements
  2. Apply assets to key-frame
    • Scene length and animation speed is determined according to provided Reference Materials
    • Scene shots are staged according to storyboard and layout sheet
    • Assets and object priorities that will be used and assigned in the scene are determined based on the Reference Materials.
    • Assets are placed and arranged in key-frames based on the action required for the scene
  3. Preview animation
    • Key drawings with tweens of each required asset in the scene is rendered & viewed to check speed and movement
    • Key drawings are revised and re-plotted for smoothness of movements
    • Sound is applied and synchronized to models based on given animation
  4. Render required file format
    • Exported files are checked and tested in line with style guide, story board and GDD requirements.
    • All approved exported files noted and moved accordingly to the resource folder based on the style guide



This unit covers the knowledge, skills, attitudes and values needed to develop the ability to extract and use relevant data. This unit will enhance the ability to critically assess the data or information gathered in order to make sound arguments, informed decisions and problem solving.

  1. Identify the theoretical foundations of critical thinking
    • Assess and choose one of the study methods to effective data gathering, decision-making and problem solving.
    • Identify the components of critical thinking.
    • Identify the impediments of critical thinking to avoid them in data gathering and decision making situations.
    • Identify the types of claims.
  2. Develop constructive arguments
    • Establish the premise and possible conclusion based on the information provided from a job or industry scenario.
    • Use methods of careful analysis to make constructive arguments based on a job or industry scenario.
  3. Apply methods of reasoning
    • Analogies are used to support reasoning.
    • Identify the cause and effects based on the criteria or information provided to support reasoning.
    • Identify and avoid the common mistakes in reasoning about causes.
    • Make evaluations based on the criteria or information provided.
  4. Affirm generalization
    • Use past experiences to come up with a good generalization.
    • Use appropriate samples to support generalization.
    • Validate the generalization with margin of errors, variation in population and risk.
  5. Arrive at a conclusion
    • Make rational arguments using the elements of reasoning.
    • Clarify conceptual ideas using organized gathered data and evidences
    • Alternatives are worked out to place argument in the context of study.
    • Challenge or validate the position of the conclusion and make counter responses to emphasize a viewpoint.


This unit covers the knowledge, skills, attitudes and values needed to apply quality standards in the workplace. The unit also includes the application of relevant safety procedures and regulations, organization procedures and customer requirements.

  1. Assess quality of received materials
    • Work instruction is obtained and work is carried out in accordance with standard operating procedures.
    • Received materials are checked against workplace standards and specifications.
    • Faulty materials related to work are identified and isolated.
    • Faults and any identified causes are recorded and/or reported to the supervisor concerned in accordance with workplace procedures.
    • Faulty materials are replaced in accordance with workplace procedures.
  2. Assess own work
    • Documentation relative to quality within the company is identified and used.
    • Completed work is checked against workplace standards relevant to the task undertaken.
    • Errors are identified and isolated.
    • Information on the quality and other indicators of production performance are recorded in accordance with workplace procedures.
    • In cases of deviations from specific quality standards, causes are documented and reported in accordance with the workplace’ s standards operating procedures.
  3. Engage in quality improvement (Produce)
    • Process improvement procedures are participated in relative to workplace assignment.
    • Work is carried out in accordance with process improvement procedures.
    • Performance of operation or quality of product of service to ensure customer satisfaction is monitored.

UNIT CODE : ICT 311203

This unit covers the knowledge, skills, attitudes and values needed to perform computer operations which include inputting, accessing, producing and transferring data using the appropriate hardware and software.

  1. Plan and prepare for task to be taken undertaken
    • Requirements of task are determined in accordance with the required output.
    • Appropriate hardware and software are selected according to task assigned and required outcome.
    • Task is planned to ensure that OH & S guidelines and procedures are followed.
    • Client -specific guidelines and procedures are followed.
    • Required data security guidelines are applied in accordance with existing procedures.
  2. Input data into computer
    • Data are entered into the computer using appropriate program/application in accordance with company procedures.
    • Accuracy of information is checked and information is saved in accordance with standard operating procedures.
    • Inputted data is stored in storage media according to requirements.
    • Work is performed within ergonomic guidelines.
  3. Access information using computer
    • Correct program/application is selected based on job requirements.
    • Program/application containing the information required is accessed according to company procedures.
    • Desktop icons are correctly selected, opened and closed for navigation purposes.
    • Keyboard techniques are carried out in line with OH & S requirements for safe use of keyboards.
  4. Produce output/data using computer system
    • Entered data are processed using appropriate software commands.
    • Data are printed out as required using computer hardware /peripheral devices in accordance with standard operating procedures.
    • Files and data are transferred between compatible systems using computer software, hardware/peripheral devices in accordance with standard operating procedures.
  5. Use basic functions of a www-browser to locate information
    • Information requirements for internet search are established.
    • Browser is launched.
    • Search engine is loaded.
    • Appropriate search criteria/or URL of site is entered.
    • Relevant links are followed to locate required information.
    • Useful pages are bookmarked or printed as required
  6. Maintain computer equipment and systems
    • Procedures for ensuring security of data, including regular back-ups and virus checks are implemented in accordance with standard operating procedures.
    • Basic file maintenance procedures are implemented in line with the standards operating procedures.


The BASIC COMPETENCIES refer to non-technical skills (knowledge, skills and attitudes) that everybody will need in order to perform satisfactorily at work and in society and are considered portable and transferable irrespective of jobs and industrial settings.

UNIT CODE : 500311109

This unit covers the knowledge, skills and attitudes required to lead in the dissemination and discussion of ideas, information and issues in the workplace.

  1. Communicate information about workplace processes
    • Appropriate communication method is selected
    • Multiple operations involving several topics areas are communicated accordingly
    • Questions are used to gain extra information
    • Correct sources of information are identified
    • Information is selected and organized correctly
    • Verbal and written reporting is undertaken when required
    • Communication skills are maintained in all situations
  2. Lead workplace discussions
    • Response to workplace issues are sought
    • Response to workplace issues are provided immediately
    • Constructive contributions are made to workplace discussions on such issues as production, quality and safety
    • Goals/objectives and action plan undertaken in the workplace are communicated
  3. Identify and communicate issues arising in the workplace
    • Issues and problems are identified as they arise
    • Information regarding problems and issues are organized coherently to ensure clear and effective communication
    • Dialogue is initiated with appropriate personnel
    • Communication problems and issues are raised as they arise

UNIT CODE : 500311110

This unit covers the knowledge, skills and attitudes to lead small teams including setting and maintaining team and individual performance standards.

  1. Provide team leadership
    • Work requirements are identified and presented to team members
    • Reasons for instructions and requirements are communicated to team members
    • Team members’ queries and concerns are recognized, discussed and dealt with
  2. Assign responsibilities
    • Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude required to properly undertake the assigned task and according to company policy
    • Duties are allocated having regard to individual preference, domestic and personal considerations, whenever possible
  3. Set performance expectations for team members
    • Performance expectations are established based on client needs and according to assignment requirements
    • Performance expectations are based on individual team members duties and area of responsibility
    • Performance expectations are discussed and disseminated to individual team members
  4. Supervised team performance
    • Monitoring of performance takes place against defined performance criteria and/or assignment instructions and corrective action taken if required
    • Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies
    • Performance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel according to employer policy
    • Team members are kept informed of any changes in the priority allocated to assignments or tasks which might impact on client/customer needs and satisfaction
    • Team operations are monitored to ensure that employer/client needs and requirements are met
    • Follow-up communication is provided on all issues affecting the team
    • All relevant documentation is completed in accordance with company procedures

UNIT CODE : 500311111

This unit covers the skills, knowledge and attitudes required to collect information in order to negotiate to a desired outcome and participate in the negotiation.

  1. Plan negotiations
    • Information on preparing for negotiation is identified and included in the plan
    • Information on creating non verbal environments for positive negotiating is identified and included in the plan
    • Information on active listening is identified and included in the plan
    • Information on different questioning techniques is identified and included in the plan
    • Information is checked to ensure it is correct and up-to- date
  2. Participate in negotiations
    • Criteria for successful outcome are agreed upon by all parties
    • Desired outcome of all parties are considered
    • Appropriate language is used throughout the negotiation
    • A variety of questioning techniques are used
    • The issues and processes are documented and agreed upon by all parties
    • Possible solutions are discussed and their viability assessed
    • Areas for agreement are confirmed and recorded
    • Follow-up action is agreed upon by all parties

UNIT CODE : 500311112

This unit of covers the knowledge, skills and attitudes required to solve problems in the workplace including the application of problem solving techniques and to determine and resolve the root cause of problems.

  1. Identify the problem
    • Variances are identified from normal operating parameters; and product quality
    • Extent, cause and nature are of the problem are defined through observation, investigation and analytical techniques
    • Problems are clearly stated and specified
  2. Determine fundamental causes of the problem
    • Possible causes are identified based on experience and the use of problem solving tools / analytical techniques.
    • Possible cause statements are developed based on findings
    • Fundamental causes are identified per results of investigation conducted
  3. Determine corrective action
    • All possible options are considered for resolution of the problem
    • Strengths and weaknesses of possible options are considered
    • Corrective actions are determined to resolve the problem and possible future causes
    • Action plans are developed identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures
  4. Provide recommendation/s to manager
    • Report on recommendations are prepared
    • Recommendations are presented to appropriate personnel.
    • Recommendations are followed-up, if required

UNIT CODE : 500311113

This unit covers the knowledge, skills and attitudes required in the application of mathematical concepts and techniques.

  1. Identify mathematical tools and techniques to solve problem
    • Problem areas are identified based on given condition
    • Mathematical techniques are selected based on the given problem
  2. Apply mathematical procedure/solution
    • Mathematical techniques are applied based on the problem identified
    • Mathematical computations are performed to the level of accuracy required for the problem
    • Results of mathematical computation is determined and verified based on job requirements
  3. Analyze results
    • Result of application is reviewed based on expected and required specifications and outcome
    • Appropriate action is applied in case of error

UNIT CODE : 500311114

This unit of competency covers the knowledge, skills, and attitude required in selecting, sourcing and applying appropriate and affordable technologies in the workplace.

  1. Study/select appropriate technology
    • Usage of different technologies is determined based on job requirements
    • Appropriate technology is selected as per work specification
  2. Apply relevant technology
    • Relevant technology is effectively used in carrying out function
    • Applicable software and hardware are used as per task requirement
    • Management concepts are observed and practiced as per established industry practices
  3. Maintain/enhance relevant technology
    • Maintenance of technology is applied in accordance with the industry standard operating procedure, manufacturer’s operating guidelines and occupational health and safety procedure to ensure its operative ability
    • Updating of technology is maintained through continuing education or training in accordance with job requirement
    • Technology failure/ defect is immediately reported to the concern/responsible person or section for appropriate action



  • Certification – is the process of verifying and validating the competencies of a person through assessment
  • Certificate of Competency (COC) – is a certification issued to individuals who pass the assessment for a single unit or cluster of units of competency
  • Common Competencies – are the skills and knowledge needed by all people working in a particular industry
  • Competency – is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace
  • Competency Assessment – is the process of collecting evidence and making judgments on whether competency has been achieved
  • Competency Standard (CS) – is the industry-determined specification of competencies required for effective work performance
  • Context of Assessment – refers to the place where assessment is to be conducted or carried out
  • Core Competencies – are the specific skills and knowledge needed in a particular area of work – industry sector/occupation/job role
  • Critical aspects of competency – refers to the evidence that is essential for successful performance of the unit of competency
  • Elective Competencies – are the additional skills and knowledge required by the individual or enterprise for work
  • Elements – are the building blocks of a unit of competency. They describe in outcome terms the functions that a person perform in the workplace
  • Evidence Guide – is a component of the unit of competency that defines or identifies the evidences required to determine the competence of the individual. It provides information on critical aspects of competency, required knowledge, required skills, resource implications, assessment method and context of assessment
  • Level – refers to the category of skills and knowledge required to do a job
  • Method of Assessment – refers to the ways of collecting evidence and when evidence should be collected
  • National Certificate (NC) – is a certification issued to individuals who achieve all the required units of competency for a national qualification defined under the Training Regulations. NCs are aligned to specific levels within the PTQF
  • Performance Criteria – are evaluative statements that specify what is to be assessed and the required level of performance
  • Qualification – is a cluster of units of competencies that meets job roles and is significant in the workplace. It is also a certification awarded to a person on successful completion of a course in recognition of having demonstrated competencies in an industry sector
  • Range of Variables – describes the circumstances or context in which the work is to be performed
  • Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s skills, knowledge and attitudes gained from life and work experiences outside registered training programs
  • Resource Implications – refers to the resources needed for the successful performance of the work activity described in the unit of competency. It includes work environment and conditions, materials, tools and equipment
  • Basic Competencies – are the skills and knowledge that everyone needs for work
  • Training Regulations (TR) – refers to the document promulgated and issued by TESDA consisting of competency standards, national qualifications and training guidelines for specific sectors/occupations. The TR serves as basis for establishment of qualification and certification under the PTQF. It also serves as guide for development of competency-based curricula and instructional materials including registration of TVET programs offered by TVET providers
  • Required Knowledge – refers to the competency that involves in applying knowledge to perform work activities. It includes specific knowledge that is essential to the performance of the competency
  • Required Skills – refers to the list of the skills needed to achieve the elements and performance criteria in the unit of competency. It includes generic and industry specific skills
  • Unit of Competency – is a component of the competency standards stating a specific key function or role in a particular job or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF


  • Art Style – Drawn or implied characteristics and elements combined then expressed in a particular (often unique) and consistent manner.
  • Art Document – A written instrument that can be used to furnish visual instruction and definitive information in order to achieve a certain trend and standard.
  • Animation – is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions in order to create an illusion of movement. The effect is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created and demonstrated in several ways.
  • Asset List – A series of created resources categorized into an organized medium for reference.
  • Background – the part of a scene or view furthest from the point of interest thus giving further impression on the subject.
  • Browser – an application package that provides the user interface for accessing Internet, intranet and extranet Web sites.
  • Break – a common term used in game development to describe the process in decomposing, cutting, slicing, or modify an asset for a 2D Artist.
  • Color Map – is a neatly arranged and index of color pallets that are based on a specific image requirement. Some color maps, contain corresponding RBG code, CMYK code, HTML code, etc. near its respected color swatch.
  • Compiler – is a program that translates (compiles) source code(s) written in a high-level language into a set of machine-language instructions that can be understood and executed by a digital computer’s Central Processing Unit (CPU). This can also directly pertain to the process of compressing text, images, and other data into one specific file format.
  • Computer – a device that has the ability to accept data; internally store and execute a program of instructions; perform mathematical, logical, and manipulative operations on data; and report the results.
  • Computer Terminal – any input/output device connected by telecommunications links to a computer.
  • Construct – Refers to any specific characteristic, trait, detail or reference used by an artist in the visual development of a single whole game object or each of its combining/building parts, which will be found in the model sheet and/or the game environment. Objects in the game environment may refer to a character, props, background, or any other object in game development. Example, character construct, facial construct, weapon construct, etc.
  • Concept – Something formed in the mind; a thought or notion.
  • Concept Art – is a form of illustration where the main goal is to convey a visual representation of a design, idea, and/or mood for use in films, video games, animation, or comic books before it is put into the final product. Concept art is also referred to as visual development and/or concept design. This term can also be applied to retail design, set design, fashion design and architectural design.
  • Critical Thinking – is the process of thinking that questions assumptions. It is a way of deciding whether a claim is true, false; sometimes true, or partly true.
  • Cut Scenes – A cut-scene (sometimes in-game cinematic or in-game movie) is a sequence in a video game over which the player has no or only limited control, breaking up the gameplay and used to advance the plot, strengthen the main character’s development, introduces enemy characters, and provide background information, atmosphere, dialogue, and clues. Cut-scenes often feature on the fly rendering, using the gameplay graphics to create scripted events. Cut-scenes can also be animated, live action, or pre-rendered computer graphics streamed from a video file.
  • Data – objective measurements of the attributes (characteristics) of entities such as people, places, things, and events.
  • Documentation – a collection of documents or information.
  • Edit – to modify the form or format of data
  • Encryption – to scramble data or convert it, prior to transmission, to a secret code that masks the meaning of the data to unauthorized recipients.
  • End-User – the consumer or player of the end-product for a video game.
  • Ergonomics – the science and technology emphasizing the safety, comfort, and ease of use of human-operated machines. The goal of ergonomics is to produce systems that are user-friendly: safe, comfortable and easy to use.
  • Flash – can manipulate vector and raster graphics and supports bi-directional streaming of audio and video. It contains a scripting language called Action-Script. It is available in most common web browsers and some mobile phones and other electronic devices. Several software products, systems, and devices are able to create or display Flash, including the Adobe Flash Player. The Adobe Flash Professional multimedia authoring program is used to create content for the Adobe Engagement Platform, such as web applications, games and movies, and content for mobile phones and other embedded devices.
  • Flag – refer to one or more bits that are used to store a binary value or code that has an assigned meaning, but can refer to uses of other data types.
  • Game – any medium of entertainment that involves manipulating a device in response to an interface that views a hypothetical visual world created by a combination of assets.
  • Game Artist (2D/3D) – an artist who creates art for one or more types of games. Game artists are responsible for all of the aspects of game development that call for visual art.
  • Game Designer – an individual who provides a direction to the visual and technical aspect of the game. Making sure the development from start to finish is according to the theme and manner of approach that matches the genre of the game.
  • Game Design Document (GDD) – a body of writing that can be used to furnish decisive instructional and definitive information covering the overall technicalities and range of a game in order to mold and achieve a certain standard.
  • Game Programmer – a software developer who uses programming languages and tools to implement game mechanics and parameters ranging from simple input responses, object physics, and artificial intelligence.
  • Graphic Composition – is when the use of digital graphic formats, styles, renders, modes, and outputs are selected and put together for a dedicated output for various digital media. Such as Raster Graphics and Vector Graphics.
  • Graphical User Interface (GUI) – is a type of user interface that allows the users to interact with electronic devices through images rather than text commands.
  • Graphic Application – any software or collection of programs that enable a person to manipulate visual images on a device or media.
  • In-Game Animation – any representation of action, may it be minor (limited loop sequenced) or major (cinematic) as long as it is integrated within the proper game flow.
  • Information – data placed in a meaningful and useful context for an end user.
  • Information and Communication Technology (ICT) – refers to technologies associated with the transmission and exchange of data in the form of sound, text, visual images, signals or any combination of those forms through the use of digital technology. It encompasses such services as telecommunications, posts, multimedia, electronic commerce, broadcasting, and information technology.
  • Integrated Development Environment (IDE) – a software that provides comprehensive features and user interface for more efficient software development. Features usually include but not  limited to: single input compile, execute, and debug; convenient source code display; library links for programming language reference.
  • Key-frame – is a single still image in an animated sequence that occurs at an important point in that sequence; key frames are defined throughout an animated sequence, in order to define pivotal points of motion before the frames in between are drawn or otherwise created to “tween” the motion between the two key frames.
  • Line-Work – A finalized art work that is normally not colored but has been cleaned and has been readied for final rendering.
  • Local Area Network (LAN) – a communications network that typically connects computers, terminals, and other computerized devices within a limited physical area such as an office, building, manufacturing plant and other work sites.
  • Microsoft DirectX – is a collection of application programming interfaces (APIs) for handling tasks related to multimedia, especially game programming and video, on Microsoft platforms.
  • Object code – Output files resulting from compiling the source code. These files contain the machine instructions used upon program execution.
  • Object Library – a consolidated collection of assets developed through the timeline that will be used for production.
  • Object Priority – a component in game development that focuses on the various developed objects and assets to be given an assigned responsibility for the game engine and other development tools within your develop environment.
  • Outsourcing – is when a major business process is contracted with another company.
  • Production – is the main stage of development, when assets and source code for the game are assembled and tested.
  • Programmer – write codes or instructions to make the computer do specific tasks. These instructions are called programs.
  • Prototype – an experimental model that illustrates the typical qualities of the person, animal, object or any element from which it is based on.
  • Prototyping – the method of experimenting on the model that illustrates the typical qualities of the person, animal, object or any element from which it is based on.
  • Quality Assurance – is an implemented process that ensures that a product or service meets a set of documented standards. This process guarantees that the product is free from errors, bugs, and other forms of glitches.
  • Raster – a raster graphics image, or bitmap, is a data structure representing a generally rectangular grid of pixels, or points of color. These images are stored in image files with various formats.
  • References – is an item from which a work is based on. This may include: an existing artwork, a reproduction (i.e., photo), a directly observed object (i.e., person), a documented description, or the artist’s memory.
  • Resource Asset List – a registry of resources that is being kept and completed.
  • Roughs/Thumbnails – A non-formal form of expressing ideas to simple easy to understand sketches for planning the main artwork or scene.
  • Simulation – the process of imitating a real phenomenon. Advanced computer programs can simulate weather conditions, chemical reactions, atomic reactions, even biological processes.
  • Software – computer programs and procedures concerned with the operation of an information system
  • Sound Designer -an individual that manipulates the composition of the songs, effects, voice and music that will be used in each event.
  • Source code -a text or set system instruction used in a programming language.
  • Standards -A criteria to which results are set upon.
  • Story Board – are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion picture, animation, motion graphic or interactive media sequence.
  • Script – a text that contains organized flow of scenes captioned from a root story that is expressed as interaction of characters, object movement and dialogue.
  • Style Guide – is a set of written design documents, which contain gathered references and key concepts used for a specific publication, organization, metrics, style, approach or field. The implementation of a style guide provides uniformity in style and formatting of a document for compiling concepts for a game.
  • System – an assembly of methods, procedures, or techniques unified by regulated interaction to form an organized whole
  • Vector – is a line or a movement defined by end-points or, essentially, the distance between point A and point B. Vectors can be used to calculate animated motion mathematically instead of through the use of manual key frames.
  • Video Game – is a game that involves interaction with an electronic user interface to generate visual feedback on a video device.
  • User-friendly – also known as “Usability” is the ease of use and learn-ability of a human-made object. The object of use can be an application, website, book, tool, machine, process, or anything a human interacts with. A usability study may be conducted as a primary job function by a usability analyst or as a secondary job function by designers, technical writers, marketing personnel, and others.


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  1. Good Day! This program available in Camarines Sur?

    1. Not available

  2. Is this being offered in Cebu?

    1. This course is available only in La Union

      1. Thank you

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