From video editing to 3D modelling: Leona Brodarić on building creative skills with Blender

Can you tell us about the assignment and why you chose 3D modelling? 

Leona: ‘The assignment was part of our career path module, where we were given the freedom to develop a skill that would be beneficial for our future careers. It lasted a full semester and was divided into two blocks. In the first block, we had to design our own learning path, set goals and plan how we would manage our time. In the second block, we executed everything we had learned in a final project.’ 

'At first, I considered more theoretical directions such as finance, and I was even encouraged by lecturers to pursue that because it is quite rare for Creative Business students to go that route. But in the end, I chose 3D modelling. As a video editor, I want to be able to create my own assets. Whether for motion graphics, graphic design or visual storytelling, having 3D skills gives me more creative independence.’ 

How did you approach learning Blender from scratch? 

Leona: ‘I started by researching how people usually begin with 3D modelling. I contacted several BUas Games students and even 3D artists at Cradle (R&D department of BUas) to understand industry standards and where to start. That helped me shape realistic goals. I also followed a Blender crash course to build up the theoretical foundation.’ 

‘One important lesson was that you cannot set meaningful goals without first understanding the field. In the beginning, I did not know how much time certain tasks would take, so research became crucial. I also chose Blender over Maya partly because it is more accessible and user-friendly, and partly because it is free. I wanted to invest in a tool I could continue using after graduation.’ 

What did the execution phase look like? 

Leona: ‘During the second block, everything revolved around applying what I had learned. I had to create clear success criteria based on industry standards. Mine focused on modelling, texturing, lighting, scene composition and workflow organisation.’ 

‘I also continued researching and asking professionals for feedback during this phase. That was a challenge in itself, defining what “excellent” looks like in a professional context and then measuring my own work against it. It required constant reflection and self-assessment.’ 

What was the final concept you developed? 

Leona: ‘Initially, I was very ambitious. I wanted to create a full breakfast table scene with multiple objects. However, after feedback from lecturers, I scaled it down to something more realistic within the timeframe.’ 

‘The final scene features a plate with two Berliner doughnuts and a Turkish dzezva, placed on a table in a room with carefully considered lighting. The cultural element was important to me, as I am Eastern European and familiar with the dzezva. Rather than presenting a standalone 3D model, I created a fully composed rendered scene.’ 

Are you satisfied with the result? 

Leona: ‘I am satisfied, especially with what I learned. During the process, I decided to push myself further by experimenting with more complex textures than I had originally planned. The final result sits somewhere between realistic and slightly stylised. I stayed true to my success criteria, my planning and my learning goals. For me, that is what makes it successful.’ 

What were the biggest challenges during the project? 

Leona: ‘The biggest challenge was planning and research. Setting clear goals is often harder than executing them. You need to understand the field well enough to define realistic expectations. Time management was also crucial.’ 

‘Even though I have been told that I am good at planning, this project showed me how demanding it is when you are fully responsible for every step. You are not just the creator; you are also the project manager, researcher and evaluator.’ 

How did your lecturers respond to your approach? 

Leona: ‘During the first block, I created detailed worksheets documenting everything I learned from tutorials and LinkedIn courses. I presented these regularly, and my lecturers really appreciated that structured approach.’ 

‘It helped me stay organised and reflect more effectively. Having a documented learning process made it easier to track progress and demonstrate growth.’ 

How does this project connect to your future plans? 

Leona: ‘I have just started my internship as a video editing intern at Dapper, a B2B marketing agency in Rotterdam. Video editing today goes beyond cutting footage; it includes graphic design, motion graphics and asset creation.’ 

‘In the future, I want to expand my creative toolkit and become more efficient in creating my own assets, possibly including 3D elements. This project gave me the freedom to focus deeply on one skill, something that is often difficult in group-based projects. It showed me how valuable it is to dedicate time to learning something new that can genuinely shape your future career.’ 

Connect with Leona Brodarić on LinkedIn: https://www.linkedin.com/in/leona-brodaric-10a0a32b8/