For more details on the courses, please refer to the Course Catalog
| Code | Course Title | Credit | Learning Time | Division | Degree | Grade | Note | Language | Availability |
|---|---|---|---|---|---|---|---|---|---|
| FTM3102 | Game Global Capstone Design | 3 | 6 | Major | Bachelor | 3-4 | Korean | Yes | |
| This is a video game production workshop in collaboration with global educational institutions, research organisations, and gaming companies, where students design and produce game play design, level design, art design, character design, and storytelling design. This is a project-based class where you will work in teams to create a final product that will be exhibited and researched with global institutions. This class will give you a global experience in game design and production. | |||||||||
| FTM4026 | Scripted Format Workshop | 3 | 6 | Major | Bachelor/Master | 1-2 | Film, Television and Multimedia | - | No |
| As we are witnessing the proliferation of OTT as an extended means of broadcasting, importance of formatted content has increased accordingly. In this course, we explore the existing cases of formatted content, do a reverse-design and create own ideas. | |||||||||
| FTM4027 | The Film Director | 3 | 6 | Major | Bachelor/Master | 1-4 | Film, Television and Multimedia | English | Yes |
| The Film Director : The class treats firsthand examples from giants such as Godard, Hitchcock, Kubrick and Nolan along with discussions of the working methods of Park Chan-Wook, Bong Jun-Ho, and Lee Chang Dong. The mechanics and techniques of staging and handling the camera are examined, the art of keeping a story moving is explained, and working with actors so that they can give their personal best is analyzed as Bare did with the volume's foreword writer, James Garner, whom he discovered. | |||||||||
| FTM4028 | Ai Content Design and Production | 3 | 6 | Major | Bachelor/Master | 1-4 | Film, Television and Multimedia | - | No |
| Generative Ai is expected to bring revolutionary changes to the society, culture and industry and we are witnessing some amazing developments in various areas. Especially for art there exists possibilities to open a brand new dimension of creativity and a wave of new technologies and applications appear in content industry. This course seeks to produce high quality output through experimental attempts with generative Ai | |||||||||
| FTM7002 | Media Philosophy II : Art & Technology | 3 | 6 | Major | Bachelor/Master/Doctor | 1-4 | Film, Television and Multimedia | - | No |
| Lecture on media philosophy to help understand contemporary media content (2): A look at the history of art philosophy focusing on 'the development of technology', and look at major media philosophical discussions surrounding contemporary cultural content. In the era of new media, which began with film and computer technology, artificial intelligence (AI) and virtual reality-based realistic media technologies are becoming major concerns in the content market, we will study the artistic philosophical flow focusing on 'the development of technology' from Heidegger to Krauss, Simondon, and Ellul. | |||||||||
| FTM7003 | AI based Story Writing Workshop | 3 | 6 | Major | Bachelor/Master/Doctor | 1-2 | Film, Television and Multimedia | Korean | Yes |
| The emergence of Generative AI has already raised several application possibilities in the creative field and is being used to some extent. On the other hand, some limitations and fatigue with the result are already detected. For creators, Generative AI can play a role that is difficult to ignore. In this curriculum, experts in the field of video, especially those who write and direct stories, use Generative AI to increase productivity and creativity. | |||||||||
| GBA3045 | Business Practicum : Convergence Capstone Design | 3 | 6 | Major | Bachelor | Global Business Administration | - | No | |
| [COURSE DESCRIPTION] This course seeks to provide students with a wealth of contextual applications for the theories and practices they have learned. Students will work in groups on a challenging and comprehensive business project. For the project, students will conduct the market, strategic and financial analyses, so as to produce a valid project output for a real company or organization. The topics assigned for the project will vary each semester, depending on the nature/industry of the client firm. [COURSE OUTCOMES] Upon completion of this course, students will: (1) be able to synthesize theory and practice; (2) have real-world work experience that will make them more attractive candidates for professional jobs; (3) be exposed to intensive real-life working environments; (4) exhibit depth of thought with which students can identify problems and solutions within the contexts of business planning | |||||||||
| GDN4001 | Game Art | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| Video games are implemented through engineering programming, but the core experience for players is composed of humanistic stories and artistic imagery. Game development belongs to the realm of the IT industry, but its essence lies in the convergence of cultural content. Therefore, the game development process revolves around various roles, including storytellers, 2D and 3D artists, animators, and experts in visual and sound effects. This course introduces various artistic techniques used in games. The focus of the course is on UI design methods and 2D animation methodologies, with an emphasis on learning techniques for creating effects using particles and 3D objects. Additionally, students will learn techniques for implementing various cinematic effects through Unity, such as camera direction and scene transitions. | |||||||||
| GDN4002 | AI and algorithm for video game | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| Video games are implemented using various mathematical algorithms. To provide engaging combat experiences with enemies in games, various logic and algorithms are incorporated. Even simple unit movement within a game is developed based on algorithms that ensure the shortest path to the destination. In this course, various algorithms necessary for games will be taught to students at the level appropriate for students in an art school. The course will focus on teaching foundational algorithms required for games through simulations using pen and paper, without coding. Students will have the opportunity to experience solving various mathematical puzzles as part of their learning process. | |||||||||
| GDN4003 | Design What You Want | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| This course teaches a different design approach from the representative user-centered design methodologies like UX or Design Thinking. It focuses on designer-centric or player-centric design methods and their effectiveness, demonstrated through case studies. The course revolves around a game-centric design approach rather than conventional target definition and user research methods. | |||||||||
| GDN4004 | Play with Purpose | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| This class focuses on learning game design for creating Serious Games, which are designed with educational or social purposes rather than pure entertainment. Students will study game design theory and learn how to apply it when planning Serious Games. The course involves understanding game design principles and applying the knowledge to develop their own game ideas through paper prototyping. During the class, students will move beyond conventional fun-centric game design and acquire skills in designing Serious Games that combine both enjoyment and social significance. | |||||||||
| GDN4005 | Playing for Impact: Impact Game Design Workshop | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| This course is a project-based workshop that spans one semester and focuses on planning and developing games with themes centered around Social Impact. Throughout the course, students will work on developing actual games, starting from smaller projects and gradually moving towards more substantial ones, for a total of 2-3 game development cycles. They will engage in playtesting and receive feedback on their projects. The students will directly experience the iterative development process by creating, testing, and refining games on their own. By the end of the course, they will have completed various Serious Games as the final outcomes of their work. | |||||||||
| GDN4006 | The Science of Fun: Cognitive Psychology in Serious Game Design | 3 | 6 | Major | Bachelor/Master | Game Design | Korean | Yes | |
| This course offers an exploration of Serious Games from the perspectives of cognitive psychology and behavioral psychology. While psychology typically analyzes and explains certain situations or states, this course focuses on studying the actions that create those states and situations directly. | |||||||||
| GDN4007 | Game Mechanic Design | 3 | 6 | Major | Bachelor/Master | Game Design | - | No | |
| This is a foundational course that cultivates the ability to design game mechanics. Through this course, students will learn about the various factors to consider when designing games and directly create designs for each game design element. Once the basic design is complete, they will go through the process of paper prototyping or implementing it simply in software to validate the core fun factor. They will iterate on the game design, refining it to derive the intended game mechanics. | |||||||||
| GDN4008 | Game business model design and research | 3 | 6 | Major | Bachelor/Master | Game Design | Korean | Yes | |
| The course "Game Business Model Design and Research" focuses on the modern gaming industry, where various business models have emerged and evolved based on the development of games and changes in the era. In this course, students learn to derive business models that align with the unique characteristics of games and propose future revenue models. Initially, games operated on a coin-insertion model, which later evolved into game title purchases. Today, a wide range of genres are offered on various platforms, including "freemium" games that are provided for free or games that utilize advertising as a revenue model. By studying the history of business models that have emerged based on the trends of the era and marketing strategies, students engage in case studies to select a virtual game and derive a suitable business model while proposing future revenue models. | |||||||||