For teachers
Curriculum subjects: Technologies, Art and design
Responsibility of all: Literacy
Curriculum level: Third level
Design a computer game
Fife Earth project takes as its starting point a disused surface coalmine. The artist Charles Jencks reclaims this vast area for culture and leisure purposes, creating a beautiful landform on the
theme of Scotland and incorporating water features, large grass mounds and sculptures. Designing on this scale can present a real challenge for artists as it is difficult to visualise what is possible.
Charles Jencks and his partners at Scottish Resources Group have used computer technology to help plan the site and give a real life impression of the finished design.
The artist would like people to explore every area of the landform as each place represents a different idea. To encourage movement he places object at different points on the land such as
unexpected sculptures and text clues each containing messages that relate to the landform’s themes.
In this design challenge learners are invited to create their own virtual landforms. They can begin by using 3D modelling software to recreate some of the features present in Fife Earth such as
mounds, walkways, steps and water. As learners gain confidence with the technology they can be encouraged to use their imagination to enhance the designs or create new landforms based on a
theme such as: a place to play, a fantasy landscape, an area in conflict or the heroes and villains in carbon capture.
After designing the landform the learners’ challenge will be to introduce objects in various places, encouraging movement around the design. The objects will be more meaningful if they can
relate to the overarching theme or storyline. Learners should progress to thinking about who will use the landform (design a character) and why (create a storyline). There are many 3D
modelling and gaming software packages freely available, which can make game design easily accessible (Kodu, Sketch Up). Some learners may have the skills and confidence to combine
environment, plot, characters and objects together to create an interactive game. Collaborative working will stimulate discussion, creativity and problem solving attitudes between the learners.
Reflection
• What might be the key reasons for people
wanting to move around an area of land both
virtual and real?
• What are the main features of computer games
that make them attractive to gamers?
• What importance is placed on the setting, the
characters and the storyline?
• In what ways might computer games be used to
help us to learn?
Experiences and outcomes
Responsibility of all
Using appropriate software, I can work individually or collaboratively to design and
implement a game, animation or other application. TCH 3-09a
By considering the type of text I am creating,
I can independently select ideas and
relevant information for different purposes,
and organise essential information or ideas
and any supporting detail in a logical order. I
can use suitable vocabulary to communicate
effectively with my audience. LIT 3-26a
While working through a design process in response to a design brief, I can develop
and communicate imaginative design solutions. EXA 3-06a
I can use and combine the visual elements and concepts to convey ideas, thoughts
and feelings in expressive and design work. EXA 3-03a
I can develop and communicate my ideas, demonstrating imagination and
presenting at least one possible solution to a design problem EXA 2-06a
www.educationscotland.gov.uk/marksonthelandscape
Themes across learning
Outdoor learning
For teachers
Design a computer game - The design process
How to approach the design process will vary between different designers and design industries. Therefore, for the purposes of this resource the process has been simplified
into three stages: research, create and evaluate. The stages should be cyclical rather than linear. The sub-headings listed below suggest some of the transferable skills that may
be appropriate at each stage, although there will be many more. The sample activities relate to the specific challenge but they should be expanded as part of the collaborative
planning process with pupils.
Evaluate
Research
Create
Define the problem, analyse the brief,
investigate the theme, manage information
Ask questions, generate ideas, use
imagination, identify solutions, develop the
design, solve problems, take risks
Ask questions, revisit the brief, judge value,
modify, communicate, present
Sample activities
Sample activities
Sample activities
Sample activities
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•
•
•
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Research Fife Earth landform. List the
different physical features such as
mounds, water areas and objects. Discuss
what each might represent.
Research a range of computer games. Ask
questions about each of the
environments, the main characters and
the plot. Consider what makes them
successful.
Form design teams and analyse the brief
before deciding on an innovative theme
to base your design on.
Discuss roles and responsibilities within
the team. Allocate tasks.
Create a list of success criteria.
Working as part of a design team learners can:
•
•
•
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www.educationscotland.gov.uk/marksonthelandscape
Use a computer programme and create
different environments by experimenting
with:
o Land features such as water, hills,
bridges, roads and buildings to create
an exciting backdrop
o Colours, textures and shapes to help
create a mood and atmosphere that
reflects the main theme
o The use of objects to encourage
movement around the landform
Make decisions about the most effective
solutions and use imagination to enhance the
design
Think about alternative solutions when
something doesn’t work well.
Devise questions to help you decide how effective your
design is, for example:
•
Does it fulfil your success criteria and
challenge your users?
• Have you used your imagination and tried to
solve problems in different ways?
• Is your game innovative?
• Is it well presented?
• Could it be improved in any way?
Design teams can ask others to try their games to gain
feedback .
For pupils
The Design Brief – Design a computer game
Design a virtual landform using 3D modelling software. Your landform should be
based on one of the following themes:
• a place to play
• a fantasy landscape
an area in conflict
heroes and villains in carbon capture
You should begin by looking at the computer generated map of Fife Earth.
Consider all its physical features and how the artist will encourage people o move
around it. You should also research a range of interactive computer games based
on different environments. Work in teams to discuss what makes them
successful.
Your design for a landform will need to:
• Be imaginative and stimulating, reflecting its theme with appropriate
colours and forms
• Incorporate a range of physical features
• Include objects in different places to encourage users to move around
If you are confident you should also create characters and write a possible
storyline based on the environment you have created.
You may find it helpful to use a ‘design process’ template to develop your ideas.
www.educationscotland.gov.uk/marksonthelandscape
www.educationscotland.gov.uk/marksonthelandscape
Resources
Marks on the Landscape - Fife earth ideas and design
Consolarium blog
Kodu
Google - SketchUp
Scratch