Weclome to my Site!

Hello, My name is Colin Blankenship, and I am currently re-building and re-branding my website to better suit my future needs. I am currently working on my MFA at SCAD, online, and have triggered a positive change in my goals, approach, and intentions. I will be going live in a few short days, but, to be completely honest, I probably will never complete it. This website of mine has always been very organic!


Ramen Shop

Ramen Shop

My main passion as a 3d artist is building a world. Environment artist at EA was my first AAA game job, and I have always enjoyed it!

Ramen Shop Set, #2

Ramen Shop Set, #3

Ramen Shop Set, #4

Improved Data Crunch
Dopamine Receptors
Cards Opening Segment


many made to one

many made to one

many pieces built this scene. Jungle, Unreal, 3ds Max, Substance, Photoshop


Testing this structure and how it copies into blackboard.

Title of the Sub-Title

Welcome to 3d Modeling and Rendering 1, where will work in 4-5 different applications to learn how game modelings go about their day to day duties while working on a project or product.  The process will cover over the time of the semester many aspects developers face when building video games. We will cover ideation, planning, and execution on a fairly complex process in making game assets.

  1. We will begin with an introduction to 3DS Max  for modeling assets for video game levels.
  2. We will then use Substance Painter  to create high quality textures for our models.
  3. We will briefly cover an introduction to zBrush where students will add high level of detail on their game ready models.
  4. Next, we will export all those assets and place them inside the Unity game engine 
  5. Finally, we will use Google Slide (or equivalent) to create a presentation, in PDF format for the submission.

At the end of each unit, students are expected to use Google Slide (or equivalent software) to create presentation in PDF format.


I am a production artist more than anything. I love the technical side of the development, but at the end of the day, the question I typically only care about is “What does my client need for their budget?” If I can not fulfill my client's needs, then I will have a hard time paying for my bills. I approach my teaching on this fact, as I want my students to understand what the professional environment requires of them when they go into the professional world.

I really enjoy working in the tools of my trade, and I have worked in several different areas of digital art, offering me a wide range of skills and experiences. The one thing is being to able to create while working with a team, more than anything, has been my search and goal. There is not much more than being vaulted into a higher level creative energy with a good, supportive team to assist and push you. It's even more rewarding when the client comes back for another project.

My art, as a professional, mostly reflects the needs of my clients, whatever they may be. As a personal artist, I do what I can to have fun drawing, conceptualizing, and building things which people will find amusing, entertaining, and, possibly even wowed. I take on projects pretty easily, and I try to base my scope and goals on my knowledge of the tools, or by the fact I may need to learn a new technique in the process, which is usually the more satisfying projects.

Each room will have at least one door, but it can have up to 4, with 2-3 interactable items, and 2-4 creatures, depending on the scale, playability, and testing. Any door or item can be used as Puzzle or Quest Giver.

Monsters give up loot which has no real system tied to it yet

Loot Items can be a multitude of things (must test)


  1. Unlocks

  2. Equations

  3. Linked Puzzles

  4. Items

  5. Team Discussed ideas

    1. Peer input

    2. Team-tasked elements

Quest Gives

Quest Gives are puzzles which require the students to leave the game for deeper research into a topic. These will be the slowest of items of the game, but the objective will be the students to reach out past the current system to locate the best possible answer. The student will need to offer their solution in the form of an external artifact.

Party system

A “ Party system ” (MMORPG Party and Roles 101, Posted on August 14, 2014 by Gamer Horizon Classic Import) kind of approach. This can allow for more of a narrative form of play and offer the randomized method mentioned in other parts of the document.

Using a narrative method offers players a randomized experience in the lessons being offered to the participants.

While multiplayer is beyond my ability, the emulation of putting up to 4 players on a single screen, such as couch co-op, can offer a better concept of how the game will play with multiplayers.

Four player interaction on a single level, each one can move independently and answer questions which could assist in the overall goal of the lesson. Everyone will have similar questions, with answers being the most plausible, even voted on by the team. The idea is to encourage team speak and to have a debate on who believes they have done the research or work.


Boss Fights

Boss fights are just the biggest challenges in the lesson, such as a quiz or the test itself.


Boss fights can offer

This grid system will be completely 2d in creation, but 3d in play time. Offering an isometric camera view with simple game controls, the player will be offered a simple control setup which allows them to move around the grid space and interact with different elements.

The player will be able to interact in several ways, but access the same content as the rest of the group.

  • Touch screen - tap on a location to interact with it

  • Gamepad - move controller pad/thumbstick to move PC, and use corresponding label to interact with the game.

  • Keyboard and Mouse - utilize WASD and mouse clicks to interact with software.

The goal of the software is interacting online, so the system could be optimized for WebGL, but should be played on a pretty low ball system, and available online or other web marketplace. Considering I am looking at year 1 and 2 in college, I can have a certain level of expectation of power.

The game will be a basic dungeon crawler in premise, in which the PC will navigate different puzzles and monsters to level up and gain access to harder content, future grades and other elements the educator can opt to put in.

Once data is created from the lessons the builder can choose a type of way the level will be presented. The content can be such as historically accurate dates relating to major point in human history, taken from either external sources or the app’s library. Level skins can represent science fiction layout, fantasy, or what ever dlc the educator/builder will want.


The level skin having been decided upon the builder can move into the layout of the level. Mostly this point the choices I see here are:

  • How many doors? (1-4)

  • Which question/quiz/puzzle/equation/lesson module will reside in this space?

  • Ordering and Leveling out the questions based on difficulty.

  • Gaming ideas will be to add puzzles to doors, and setup linked puzzles across the level to encourage discovery.

Once the base level has been established, the builder can run a test to verify what happens is expected.

The level of detail available to the builder can be tiered, considering how much or how little the educator will want to engage the class. Being that the level of automation I want to offer, there is a possibility that the builder could create content in a tiered system, with top tier content is placed at a high level of importance, while there is data which assembled offers only minor data. This lower level data can be placed on minor objects, since it will necessarily be useful in the boss battles.

Items can utilized as trigger items, scattered through out onto randomized, common objects. Considering the availability of skins, the room basics will be very modular and built on common objects. Consider, for example, a light source from different genres, if built on the same predetermined scale, they will be able to accept commands just as any object. The builder will be prompted choose to kinds of content which place onto this input slot.


Another way the builder can create the content is to use a system which allows for the system to assist. The builder will use the tiered system based on the complication of content. The builder will break the content into segments which can be equal or greater in number than the players in the game. So, as example if there are 4 players in the game session, then the educator will build out the content to allow for 4 different tracks to follow. By mixing the puzzles and puzzle hunt, the system can either keep separate or mix the clues into each player’s quest queue. The puzzles will be a chain of clues which will allow the team to move into the next room, or unlock the next step in the whole lesson. With 4 chains, matched to the number of players, offers a way for the players complete their task, and by mixing parts of the chains, the players will be forced to share information and create a dialog with each other.

The challenge will be creating enough detail to allow for levels of clues to be established. There is a means to organize content input in a simple way which will help segregate the data into different objects inside the game .


Using a Markov chain sentence generator in Python to generate ‘real fake news’.

Mathias Schläffer, Aug 19, 2018 · 7 min read


The RNS will require either a lot of content or some kind of random sentence generator based on a word list, maybe both. Upon some basic research, there are some generators developed in Java, which could be converted into Unity or Unreal. The veracity of these generators may not be technically sound at this point, and may only require a load of content.


Monitoring the students progress is always key, and I feel there is an absolute and direct path towards tracking progress and understanding of the content. Through the ?understanding? of the content, through grading, or even peer review, this system will offer the educator insights and metrics based on the students' progress. Utilizing this data the educator will be able to adjust the flexible system to better suit the current needs.

This will require an understanding of how content is judged by difficulty between the educator and the student.

In talking with my son about this, he suggested this idea, and the whole thing fell into place like a lightning bolt.

Mimic”Legend of Zelda: Link’s Awakening,” Switch release for the dungeon creator. Several ways this can be done but the easiest is to incorporate the Data Node system, but this time, instead of painting a VR node on a model, we create rooms which offer different data inputs to create quizzes and puzzles from.


Link to site for image

(cite properly later)

At this point there are several directions I can go with gameplay mechanics. My initial thought is to stay away from the entire MMO system of gameplay and focus on smaller party games which allow for students to cover the material in an online group setting. Each game or level can either be short and to the point, or much longer and involved. The flexibility also will allow the educator or builder to make changes to the content based on changes in the class dynamic. Even if the same dungeon layout is in play over and over, the educator can change up the location of the puzzles, the types of puzzles and how they could be linked up to other items found while participating.


  • User opens up software - security options?

  • Software offers options of projects already in the library, or to download a new project based on what is available.

  • The user will be able to join a group of either classmates or other students from similar studies but different sections.

  • Users can offer invites to other users based on the contacts they have already.

  • Once in a Multiplayer session the players will get synced up in a lobby. Players can choose from a few offers of map settings. Offers can be the types of environments, types of character avatars, and base colors.

  • The game begins when all participants click to initialize the game, which will start the in-game scenario.

My argument is through a multiplayer system, groups will be able to engage and create a dialogue towards the lesson content more effectively than when by themselves.

With gamification being pretty much solo events, there is little reason for students to talk between themselves.

The testing concept will be set up as a series of testing game types which each participant will playthrough the game as a single player.

The next step is for the students to team up and play together. Same basic test, but with different tweaks to keep the challenge present.

The data collected will be the time it takes, sure, but also how the team has to communicate within the party to share the final answer. PUt the pieces together, and the next puzzle is unlocked.

Testing can continue into other subject matters, and into varied degrees of difficulty.

Testing for the builders will be based on ease of use to build and establish the content effectively.

The students will be in a a dungeon crawler type game. Played like the dungeons in Zelda, camera movement is minimal, and player movement will be a simple point and click system.

The goal is to interact with items to get minor clues which will open up more complex puzzles. These complex puzzles will unlock doors or activate some kind of mouse-trap like system. With enemies will be randomly in the levels that can knock the player back to the beginning of puzzle, requiring the player to navigate some of the puzzles again.


The thinking is the result of this testing will increase by at least 20%-30% (estimation based on research already present).

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