Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Course Name:
Course Number:
Video Game Design (ROP)
19710
CDE Number:
689
CDE Industry Sector:
Federal (DOE) Career
Cluster:
CBEDS Code:
O-NET Codes and Job
Titles:
Arts media, and Entertainment
Original Board
Approval Date:
Advisory Board Date
(most recent):
March 31, 2005
Arts, Audio/Video Technology and Communications
5752 – Computer Gaming and Design
27-1014.00 Multimedia Artists and Animators
27-3099.9 Media and Communication Workers, All Other
Most Recent Board
Approval Date:
March 31, 2005
October 20, 2009
LABOR DEMAND:
The following information is from California Occupational Guides Labor market
Information website. www.labormarketinfo.edd.ca.gov/occguides
Multimedia Artists and animators (Create special effects, animation, or other visual images
using computers for use in products or creations, such as computer games, movies, music
videos and commercials.)
Outlook demand: California 2006-2016 Employment 27,900 Projected 36,800 Change Percent
31.9
Wages California $35.05 Median Annually $72,901
Job Titles: Animator, Artist, Creative Director, Illustrator, 3D Animator, Animation Director,
Animation Producer, Digital Artist, Graphic Artist, Media Producer
Education: 58% of employers prefer Bachelors degree or higher, 28% prefer some college, and
14% will higher high school or less
Graphic Designers (Graphic Designers analyze, plan, and create visual solutions to
communications problems.)
Outlook demand: California 2006-2016 Employment 36,700 Projected 41,800 Percent Change
13.9
Wages Median 23.90 Median 49,725
Job Titles: Advertising Layout Workers, Art Directors, Catalog Illustrators, Desktop Publishers,
Digital Artists, Graphic Artists, Layout Artist, and Multimedia Specialists.
Education, Training, and Other Requirements: Most employers prefer applicants with a
bachelor’s degree for most entry-level graphic design positions. Formal training programs may
range from two-to four years of academic or vocational art education. Graphic Designers need a
solid base in design and color, practice in drawing, knowledge of reproduction techniques, and
need to learn the latest computer-graphic techniques.
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
The following information was found at /www.careerinfonet.org
Ca Medium wages 34.18 yearly 71,100
United States Employment Percent
Change Job Openings 1 2006 2016 Multi-media artists and animators 2006 employment 87,300
2016 employment109,800 Percent change+ 26 % job openings 4,300
California Multi-media artists and animators 2006 employment 27,900 2016 employment 36,800
Percent change + 32 % job opening 1,550
The Bureau of Labor and Statistics states: Keen competition is expected for the more
glamorous, high-paying jobs—writers, actors, producers, and directors—but better job prospects
are expected for multimedia artists and animators and others skilled in digital filming and
computer-generated imaging. Small or independent filmmakers may provide the best job
prospects for beginners.
Employment change. Wage and salary employment in the motion picture and video industries is
projected to grow 11 percent between 2006 and 2016, about as fast as growth projected for wage
and salary employment in all industries combined. Job growth will result from the explosive
increase in demand for programming needed to fill the rising number of cable and satellite
television channels, both in the United States and abroad. Also, more films will be needed to
meet in-home demand for videos, DVDs, and films over the Internet. Responding to an
increasingly fragmented audience will create many opportunities to develop films. The
international market for U.S.-made films is expected to continue growing as more countries and
foreign individuals acquire the ability to view our movies. As the industry registers employment
growth, many more job openings will arise through people leaving the industry, mainly for more
stable employment.
Formal Education
Multi-media artists and animators High School or less 13.6% Some college 28.5% Bachelor
degree or more 58%
Most Common Educational/Training Level: Bachelor's degree







Associate's Degree (or other 2-year degree)
High School Diploma (or GED or High School Equivalence Certificate)
Some College Courses
Post-Secondary Certificate - awarded for training completed after high school (for
example, in Personnel Services, Engineering-related Technologies, Vocational Home
Economics, Construction Trades, Mechanics and Repairers, Precision Production Trades)
Less than a High School Diploma
Master's Degree
Post-Baccalaureate Certificate - awarded for completion of an organized program of
study; designed for people who have completed a Baccalaureate degree, but do not meet
the requirements of academic degrees carrying the title of Master.
INSTRUCTIONAL METHODOLOGIES:
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Lectures/Discussions: Direct instruction follows a logical instructional sequence by introducing
the lesson, presenting content information, and having students practice what they have learned.
Instructional strategies include lectures, multimedia presentations, modeling, demonstrations,
group discussions, brainstorming, and cooperative groups. All methodologies extensively link
State, National, and School standards to course context
Reading, Cornell note taking, and researching course appropriate materials reinforce newly
learned components of content material.
The use of a variety of instructional methods including SDAIE methodology, techniques to
address ESL, SLD, At-Risk students, and teaching strategies for different learning styles or
alternate modalities. Many of these methods require an adjustment in teaching style or
presentation.
Projects: This class focuses on Project based learning providing students with the opportunity to
develop the technical skills they have acquired using real world assignments. They will be
followed by a comprehensive final project at the end of each semester. Projects include writing
components addresses State and School standards. In addition many aspects of the projects
incorporate artistic perception, creative expression, an aesthetic valuing, and connecting and
applying learned skills related to art form. Critical Thinking activities are incorporated into these
projects to address cognitive, problem solving, decision making, and interpersonal
communications.
In-class laboratory activities: These activities provide a hands-on approach to context course
material. Students learn from an interactive environment allowing for a collaborative and guided
understanding. In addition, immediate assessment of student comprehension imparts feedback
for evaluation and possible restructure.
COURSE SEQUENCE/PATHWAY (if applicable):
Contemporary Multimedia 1
Contemporary Multimedia 2
Video Game Design 1
Video Game Design 2
INDUSTRY CERTIFICATION REQUIREMENTS:
Apple Certified Pro: End-User Certification Program
Adobe Photoshop CS 2 Recertification Exam
Adobe Photoshop CS 2 ACE Exam
Adobe Photoshop CS ACE Exam
Adobe Certified Instructor
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
TOTAL ENROLLMENT HOURS INCLUDING CC/CVE COMPONENT (if applicable):
360 plus up to 90 hours for cc/cve
RELATION TO EXISTING PROGRAM:
Video Game Design 1 is the capstone class for the Game Design career pathway in the Digital
Design and Engineering Academy at KHS.
TOTAL ANNUAL ENROLLMENT:
35
CAPSTONE? __Yes_CONCENTRATOR? _ _ INTRODUCTORY? __ _
Competencies
1. Students will evaluate historical
contributions to interactive media, such
as three-dimensional modeling and
military simulations, and understand
the cultural influence of video games
on computer graphics and interactive
media.
Standards
CTE Standards:
Media and Design Arts Pathway Standards
Proficient level
Advance Level
2. Students will explore and be able to
formulate informed opinions about the
relationships between society and game
environments.
CTE Standards:
Media and Design Arts Pathway Standards
Proficient Level
Advanced Level
Academic Standards Reinforced:
3. Students will be able to describe and
differentiate the basic theories of game
genre, game-play, and the strategic
experience in simulation environments.
CTE Standards: T4.1-4.5; PS&CT5.4;
R&F7.4; E&LR8.1-8.5; TK&S10.1,
TK&S10.5-10.8; IT B1.2, B1.4, B1.6, B2.1,
B3.1, B3.2, B3.4, B4.1, B4.2, B4.4, B5.1,
B5.2, B5.5, B5.8
Academic Standards Reinforced: LS (9/10)
1.1, 2.5
Academic Standards Reinforced: MR (7) 1.1,
2.4, 2.8, 3.1, 3.2, 3.3; HSS (12) 12.2.5, 12.2.8;
RC (9/10) 2.1, 2.3; WSA (9/10) 2.3; WSA
(11/12) 1.8; LS (9/10) 1.1, 1.2, 2.5
4. Students will formulate an
understanding of how games and
simulations may be effective tools for
learning in various educational settings
and contexts.
CTE Standards:
Academic Standards Reinforced:
5. Students will demonstrate the ability to
CTE Standards:
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Competencies
Standards
originate and synthesize a number of
Academic Standards Reinforced: RC (9/10)
imaginative, narrative, and reality2.1; WSA (9/10) 1.9
based requirements through the creation
of design documents.
6. Students will illustrate design concepts
that will serve as a basis or template for
the development of multimedia
elements that will be used in a game of
the student’s own design.
CTE Standards:
Academic Standards Reinforced:
7. Students will be able to analyze and
create electronic interactive media
using object-oriented programming
language, computers, and graphics
programs.
CTE Standards:
Academic Standards Reinforced:
8. Students will apply principles of math,
physics, and English Language Arts in
a gaming or simulation environment.
CTE Standards:
Academic Standards Reinforced:
9. Students will be able to solve problems
and think critically by effectively
completing challenging group and
individual projects assignments thereby
enforcing team values.
CTE Standards:
Academic Standards Reinforced:
10. Students will acquire necessary
knowledge, perception, and technical
skills to apply, interpret, express, and
communicate correct terminology used
in the game industry.
CTE Standards:
Academic Standards Reinforced:
11. Students will demonstrate 21st Century
Student Outcomes including Life and
Career Skills, and Learning and
Innovation Skills.
CTE Standards:
Problem Solving and Critical Thinking 5.1,
5.2, 5.3, 5.4
Career Planning and Management 3.1 Ethics
and Legal Responsibilities 8.3 Responsibility
and Flexibility 7.1, 7.2, 7.3, 7.4, 7.6, 7.7
Leadership and Teamwork 9.1,.2, 9.3, 9.4
Academic Standards Reinforced:
12. Students will identify Career
Opportunities and requirements in the
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CTE Standards:
Health and Safety 6.1, 6.3, 6.4
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Competencies
Standards
industry, including personal safety and Technical Knowledge and Skills 10.14 Career
health requirements for this course and Planning and Management 3.2, 3.3, 3.5
industry.
Academic Standards Reinforced:
13. Students will demonstrate knowledge
of job acquisition skills and employer
expectations for retaining a job.
CTE Standards:
Career Planning and Management 3.1
Responsibility and Flexibility 7.1, 7.2, 7.3
Ethics and Legal Responsibilities 8.2
Leadership and Teamwork 9.5
Academic Standards Reinforced:
14. Students will present a Career Plan and
Portfolio for Pursuing an Entry,
Technical, or Professional Level Career
in Media Design
CTE Standards:
Career Planning and Management 3.1, 3.2, 3.3,
3.4, 3.5, 3.6, 3.7, 3.8
Problem Solving and Critical Thinking 5.1,
5.2, 5.3, 5.4, 5.5
Ethics and Legal Responsibilities 8.4
Academic Standards Reinforced:
Reading 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6.
Writing 1.0, 1.6, 1.7, 1.8, 1.9.
Writing Applications 2.0, 2.3, 2.5, 2.6.
Written and Oral English Language
Conventions 1.0, 1.1, 1.2, 1.3.
Listening and Speaking 1.0, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9, 1.10, 2.0, 2.1, 2.4
Course Description: Using a comprehensive and analytical approach to game engine
architectures, the Video Game Design course provides students the opportunity to learn both the
theory and application of gaming ideas. The curriculum covers: the history of video gaming;
genres of games; social, ethical, psychological, and physiological issues related to gaming;
object-oriented programming languages; mathematics skills; story, plot, and character
development and related English Language Arts skills; the physics of motion; and the integration
of traditional design elements of line, shape, color, texture, balance, rhythm, proportions, and
variation, as they relate to 2D and 3D digital media in an interactive environment. Students will
develop an appreciation of traditional artistic expression by way of direct hands-on design
experiences, including creating working prototypes of 2D and 3D games and/or simulations.
Assessment Methods: Proficiency level completion of writing assignments and research
Problem solving Tasks
Individual and group projects
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Production efficiency and speed
Portfolio Development
Analysis and Critiquing
Portfolio and Portfolio Critiquing
Demonstration of competency mastering
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Video Game Design
1. School Information
Antelope Valley Regional Occupational Program
School:
Antelope Valley Union High School District (AVUHSD)
District:
Palmdale
City:
www.avdistrict.org
District Website:
Name:
Mariane Doyle
School Course List
Contact:
Title/Position:
CTE Coordinator
Phone with Ext.: 661-575-1030
E-Mail:
mdoyle@avhsd.org
Name:
Sherry Garmon
Teacher
Contact:
Title/Position:
Computer Science Dept. Chair and DD&E
Academy Teacher
Phone with Ext.: 661 533-9000 ext. 250
E-Mail:
sgarmon@avhsd.org
2. Previously Approved Courses
Complete outlines are not needed for courses that were previously approved by UC. Was this
course previously approved?
Yes
x No
Is this course modeled after an UC-approved course from another school outside your
district?
Yes
X No
If so, which school(s)?
______________________________________________________________________
Course title at other school Same
Is this course classified as Career-Technical Education?
x
Yes
No
If Yes:
Name of Industry Sector:_____ Arts, Media, and Entertainment Industry Sector ___
Name of Career Pathway:_____ Media and Design Arts ___
3. Course Description
Video Game Design 1
Course Title:
VGD1
Transcript
Title(s)/Abbreviation(s):
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Video Game Design
Grade Level(s) for which this course is designed:
9
10
x 11
x 12
Unit Value
0.5 (half year or semester equivalent)
x 1.0 (one year equivalent)
Other: _______________________________
4. Catalog Description
Brief Course Description (If school has a catalog, the description that is in the catalog. If not, a
brief description of the course) ☝NOTE: DO NOT INCLUDE INFORMATION THAT
COULD IDENTIFY YOUR SCHOOL OR DISTRICT.
Using a comprehensive and analytical approach to game engine architectures, the Video Game
Design course provides students the opportunity to learn both the theory and application of
gaming ideas. The curriculum covers: the history of video gaming; genres of games; social,
ethical, psychological, and physiological issues related to gaming; object-oriented programming
languages; mathematics skills; story, plot, and character development and related English
Language Arts skills; the physics of motion; and the integration of traditional design elements of
line, shape, color, texture, balance, rhythm, proportions, and variation, as they relate to 2D and
3D digital media in an interactive environment. Students will develop an appreciation of
traditional artistic expression by way of direct hands-on design experiences, including creating
working prototypes of 2D and 3D games and/or simulations. (KHS)
Pre-Requisites:
Contemporary Multimedia 1
x
Recommended
Required
Contemporary Multimedia 2
x
Co-Requisites:
N/a
Required
Recommended
Required
Recommended
Required
Recommended
5. Optional Background Information
Context for Course (optional). (☝ NOTE: DO NOT INCLUDE INFORMATION THAT
COULD IDENTIFY YOUR SCHOOL OR DISTRICT.)
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Video Game Design
History of Course Development (optional) (☝NOTE: DO NOT INCLUDE INFORMATION
THAT COULD IDENTIFY YOUR SCHOOL OR DISTRICT.)
6. Texts and Supplemental Instructional Materials
Include list of Primary and Secondary Texts. Make sure to note the books that will be read
entirely and those that will be as excerpts. For the Visual and Performing Arts subject area (f),
textbooks are not required, but if textbooks are used, please complete the information below.
Textbook 1:
Title:
Mastering Maya 8.5
Edition:
Publication
2007
Date:
Publisher:
Autodesk Maya Press, Wiley Publishing, Indianapolis,
Indiana
Author(s):
Kundert-Gibbs
Usage:
x Primary
Secondary
Read in entirety or near entirety
Excepts will be read (approx. number of pages:
_________)
Textbook 2:
Title:
Flash Professional 8 Game Development
Edition:
Publication
2007
Date:
Publisher:
Charles River Media, Boston, Massachusetts
Author(s):
Rhodes, Glen
Usage:
x Primary
Secondary
Read in entirety or near entirety
Excepts will be read (approx. number of pages:
_________)
Supplemental Instructional Material(s):
1. Bates, Bob. Game Design. 2nd edition. Thomson Publishing, 2004.
This book is a supplemental book and relates to the following major competencies in
the course outline:
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Know ROP course expectations and requirements
 Understand occupational and personal safety and health requirements
for this course and the information technology industry.
 Demonstrate the SCANS core competencies
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
Identify career opportunities and requirements for the video game design industry

Develop job acquisition skills
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

Video Game Design
Understand the employer expectations for keeping a job
Demonstrate the SCANS core skills
This book facilitates these major competencies by stepping through all the stages
necessary for students to understand the management and production portion of game
development. Game development and publishing are complex collaborative efforts.
Issues of design documentation, content creation, team roles, group dynamics, risk
assessment, people management and process management are addressed in this
course to begin to understand video game product development. Five phases of
product development management are covered: requirements synthesis to technical
definition, development plan construction, plan management, problem management,
process assessment and improvement and QA/Test.
2. Rouse, Richard. Game Design: Theory and Practice. Wordware Publishing, Inc.
Plano, Texas. 2001
This book is used as a supplemental book and facilitates the following major
competencies in the course outline:
 Appreciate the history of gaming
 Understand the theoretical underpinnings of video game and simulation
design
This book is used to facilitate these major competencies by showing the entire breadth
and depth of interactive games, covering computer, console, and arcade titles, and
spanning a variety of gaming genres including strategy, adventure, simulation, action,
role-playing, sports, and wargames. It is used to follow the game development process,
from brainstorming a game idea, establishing the focus, and determining the storytelling
mode to getting the gameplay working, documenting the design, and playtesting. Student
work must exhibit higher order thinking skills including analysis, synthesis, and
evaluation. Mere knowledge about a situation or demonstration of comprehension of the
material is not sufficient to prepare for employment consideration. As a Video Game
Development student they must consistently apply higher order thinking in order
demonstrate mastery of the theoretical underpinnings of video game and simulation
design.
3. Salen, Katie and Eric Zimmerman. Rules of Play: Game Design Fundamentals
This book is used as a supplemental book and facilitates the following major
competencies in the course outline:
 Understand the theoretical underpinnings of video game and simulation
design
This book is used to facilitate these major competencies by showing examples of highquality games containing moments of decision making, challenging goals, and rewarding
feedback (all key ingredients for good learning.) The students learn that interactive
capability of presenting a goal or challenge and providing immediate feedback is
essential for successful game-based learning. Students will understand that the play of a
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Video Game Design
game is not just graphics, audio, and text; play is an activity, and the educational content
of a game should be expressed in that activity. Students will also learn by repeated
actions, decisions and choices, and thinking processes that the game design engenders
should embody. Students will understand that although it is important to keep the game
simple, it should include interactivity designed with clarity of input and output: shortterm and long-term goals to shape the player’s experience.
4. Kostic, Connor. Epic
This book is used as a primary book for the class and is used for silent reading the book is
364 pages long. All of the book will be used by the students. It facilitates the following
major competencies in the course outline:
 Explain and implement the elements of story development in video game
or simulation
The book is used for silent reading during the first 20 minutes of class, the class being 2
periods long. The purpose of the reading is to not only encourage reading but to
understand what makes a good plot for a game. The premise of the book is as follows:
Hundreds of years into the future, people are scraping out a poor existence on a new
world. A rich and powerful government rules over the poor working class. They withhold
basic necessities and require citizens to slave for hours a day to scratch out a living,
penny by penny, in a virtual fantasy world called Epic. When Erik and his friends seek
revenge for grievances against his parents, they succeed in undermining some of the basic
principles of the game and destabilizing the virtual world only to find themselves up
against the most powerful and merciless players, the Committee who rules New Earth.
This book is a fantasy wrapped in a speculative fiction with all the feeling of a video
game.
5. Hally, Mike. Electronic Brains: Stories From The Dawn Of The Computer Age
This book is used as supplemental book and facilitates the following major competencies
in the course outline:
 Appreciate the history of gaming
This book is used to facilitate these major competencies by allowing the teacher to model
details of the post-war computer development boom, concentrating on the personalities
instead of the technology, and blending human interest with history in a lighthearted way
that appeals to students allowing them to better learn. The book chronicles Australian,
UK, American and Soviet computer pioneers, and touches on social issues like the Cold
War and IBM's business relationship with Nazi Germany thereby learning an
appreciation of the relationship of games to history. Students will learn decades of Big
Blue's complex engineering, political and business history. Students learn how the
computing giant's business practices changed with the technology it created. Students
learn how major historical events serve as the backdrop to the history; The Manhattan
Project's atomic researches, presidential elections, wars and revolutions all figure into the
computer's development.
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Video Game Design
6. “New Media Reader” Wardrip-Fruin and Montfort
This book is used as a supplemental book and facilitates the following major
competencies in the course outline:
 Appreciate the history of gaming
This book and CD are used by the teacher to show texts, videos, and computer programs,
many of them now almost impossible to find, that chronicle the history and form the
foundation of the still-emerging field of new media. The book places the works in their
historical context and explains their significance. The texts were originally published
between World War II, when digital computing, cybernetic feedback, and early notions
of hypertext and the Internet first appeared and the emergence of the World Wide Web
when they entered the mainstream of public life. The texts are authored by computer
scientists, artists, architects, literary writers, interface designers, cultural critics, and
individuals working across disciplines. The book allows students an in-depth understand
of the precursor media that makes up game design.
7. “First Person” Wardrip-Fruin and Harrigan
This book is used as a supplemental book and facilitates the following major
competencies in the course outline:
 Explain and implement the elements of story development in video game
or simulation
 Understand the theoretical underpinnings of video game and simulation
design
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
This book facilitates these major competencies allowing the teacher to assist students in
understanding that computer games offer drama, narrative, and simulation opportunities.
The teacher uses this book to support the understanding of the possibilities that games
constitute the next arena for storytelling and a different theoretical framework for a new
discipline. Therefore, students can come to appreciate the great theoretical task that lies
before them in exploring both the formal properties and the cultural significance of
computer games.
8. Lee, Sheldon. Character Development and Storytelling for Games. 2004
This book is used as primary source book for students. The book is 460 pages long but
the class uses the following excerpts:
Chapter 1 Myths and Equations- 11 pages
Chapter 2- The Story Remains the Same 15 pages
Chapter 4- Character Roles- 24 pages
Chapter 7- Once Upon a Time 21 pages
Chapter 9- Bringing the Story to Life 16 pages
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Video Game Design
Chapter V-Chapter 20 Reflections and The Responsible Writer 4 pages
Total pages- 91 pages
This book facilitates the following major competencies in the course outline:
 Explain and implement the elements of story development in video game
or simulation
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
Students are assigned Chapter Reading and this is followed with class discussion on
material covered. Students are asked to give their opinions of the information they read.
This is followed by them writing a story plot to be used for their final project. This book
helps students understand that writing the story and creating the characters is rarely given
the time and resources that go into other aspects of game development such as graphics
or programming. This sends a clear message that writing, the crafting of the story is not
important and this is why in so many games the story feels 'tacked on'. The book tackles
issues such as linearity and non-linearity and examines the structure of games. It suggests
ways to break out of the notion of 'paths' through games and explains the concept of
modular storytelling as a way of integrating story and gameplay.
9. Birn, Jeremy. [digital] Lighting and Rendering. New Riders Publishing,
Indianapolis, Indiana. 2000.
This book is used as supplemental material and facilitates the following major
competencies in the course outline:
 Comprehend and apply principles of traditional 2D animation
 Recognize and use computer modeling and animation concepts
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
The teacher uses this book to facilitate the major competencies as a reference for sage
advice, clear and logical insight regarding lighting different kinds of scenes (e.g. indoor,
outdoor, daytime, nighttime), more information on technologies that have become
popular in recent years (such as global illumination), and the addition of complementary
materials at the author's web site. The book covers mastering Hollywood lighting
techniques to produce, professional results in any 3D application, convincingly composite
3D models into real-world environments, apply advanced rendering techniques using
subsurface scattering, global illumination, caustics, occlusion, and high dynamic range
images. Students learn to design realistic materials and paint detailed texture maps,
mimic real-life camera properties such as f-stops, exposure times, depth-of-field, and
natural color temperatures for photorealistic renderings, render in multiple passes for
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Video Game Design
greater efficiency and creative control, understand production pipelines at visual effects
and animation studios, develop your lighting reel to get a job in the industry. Students
apply what the teacher models from this book in various projects listed in key
assignments.
10. Ford, Michael and Lehman, Alan. Inspired 3D Character Setup. Premier Press.
Boston, Massachusetts. 2002.
This book is used as supplemental material and facilitates the following major
competencies in the course outline:
 Recognize and use computer modeling and animation concepts
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
The teacher uses this book to facilitate the major competencies as a reference for building
functional characters in the digital environment. It allows the teacher to help students
explore the concepts and theories of creating and maintaining efficient and intuitive
skeletal control systems for their 3D characters. Interwoven within the book are thoughtprovoking and informative interviews with industry heavyweights, visuals, and step-bystep tutorials that allow them to explore and expand their knowledge of the fascinating
and challenging world of 3D digital characters. Students apply what the teacher models
from this book in various projects listed in key assignments.
11. Ahearn, Luke. 3D Game Art: f/x & Design. The Coriolis Group. Scottsdale,
Arizona. 2001.
This book is used as supplemental book and facilitates the following major competencies
in the course outline:
 Comprehend and apply principles of traditional 2D animation
 Recognize and use computer modeling and animation concepts
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
The teacher uses this book to facilitate the major competencies as a reference for the
technology of 2-D and 3-D game art and shows students step-by-step how to create the
special effects in today's leading games. It allows the teacher to assist students in
specialized skills, tricks, and techniques used to create professional-quality game art
elements, including backgrounds, special effects, and lighting. The teacher uses it to
assist students in the analysis of the parts of a computer game from the artist's perspective
including interfaces, menus, characters, 3-D models, and game levels. Students apply
what the teacher models from this book in various projects listed in key assignments.
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12. Kundert-Gibbs, Mastering Maya 8.5. Autodesk Maya Press, Wiley Publishing,
Indianapolis, Indiana 2007
This book is used as primary class material and is 822 pages long and the following
excerpts are used by the students:
Chapter 1- The Maya Interface 52 pages
Chapter 2-Creating an Animation in Maya 41 pages
Chapter 3- Polygonal Modeling 45 pages
Chapter 4- NURBS Modeling 45 pages
Chapter 5- Subdivision Surfaces 22 pages
Chapter 6- Blend Shapes: Advanced Modeling 28 pages
Chapter 7- Basic Animation 22 pages
Total pages- 255
Advanced Class (Game 2) Use more Chapters but that is it for Game 1.
This book facilitates the following major competencies in the course outline:
 Understand and apply the concepts of object-oriented computer
programming languages in a game or simulation
 Recognize and use computer modeling and animation concepts
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
This book is used by the students as a practical overview of Maya's (industry level
software) interface. Students are assigned Chapter work followed by a project
demonstrating learned skills from that chapter. Chapter projects are followed by a major
accumulative project to reinforce learned skills. Students create animation and learn the
basic node structure, keyframes, and lighting. Students at advanced skill levels learn
nCloth, mental ray integration, volume fur rendering, advanced texturing tools, and
enhanced MEL scripting (Object Oriented Programming). Students learn using practical
tutorials reinforce learning with hands-on practice.
13. Rhodes, Glen, Flash Professional 8 Game Development. Charles River Media,
Boston, Massachusetts 2007
This book is used as a primary source of class material by students and is 503 pages long
and the following excerpts are used by the students:
Chapter 1- The History of Games 6 pages
Chapter 2- The Elements of Game Design 12 pages
Chapter 3- Whack A Capsule 20 pages
Chapter 4- Block Breaker 18 pages
Chapter 5-Moon Fighter 22 pages
Chapter 6- Sound For Games 9 pages
Chapter 7- Sound Hunter 10 pages
Advanced Students Use:
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Chapter 12- Jungle Adventure 42 pages
Chapter 13- Physics For Games 17 pages
Chapter 14 Mars Racer 41 pages
Total pages 197
This book facilitates the following major competencies in the course outline:
 Understand and apply the concepts of object-oriented computer
programming languages in a game or simulation
 Recognize and use computer modeling and animation concepts
 Comprehend and apply principles of traditional 2D animation
 Demonstrate knowledge and skills sufficient to implement a video game
or simulation design
 Develop job acquisition skills
 Demonstrate the SCANS core skills
 Demonstrate the SCANS core competencies
Students are assigned Chapter work followed by a project demonstrating learned skills
from that chapter. Chapter projects are followed by students using ActionScript (Object
Oriented Programming) to develop a 2D game. Students use the book to progress through
the entire development process and to add the skill of Web development and how to
create professional quality games for the Internet. Students learn techniques for
producing fast 3D effects that can be used to produce powerful, high-performance results.
Students use the actual science of game development, including design, character
development, the physics and motion of a game, and learn audio issues. In addition they
learn sound channels, bitmap caching, and texture pages.
14. http://www.conitec.net/a4info.htm
15. http://www.gamasutra.com/
16. http://www.academyofget.com/
17. http://www.butterfly.net
18. http://www.cs.uu.nl/docs/vakken/gds/
19. http://www.adobe.com.
20. http://www.macromedia.com.
21. http://www.discreet.com
22. http://www.gameuniv.net/student/
23. http://www.research.umbc.edu/~asears/HCIHandbook/wixon.html
24. http://www.teachingtools.com/GoFigure/VideoUniversity.htm
25. http://www.flipcode.com/tutorials/tut_dx8shaders.shtml
26. http://www.3dstate.com/
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7. Proposed Subject and Discipline for this course:
G – College Prep Elective: History/Social
Science
G – College Prep Elective: English
B – English
G – College Prep Elective: Mathematics
C – Mathematics
G – College Prep Elective: Laboratory
Science
D – Laboratory Science
G – College Prep Elective: Language other
E – Language other than English
than English
F – Visual & Performing Arts
x G – College Prep Elective: Visual and
Performing Arts
Intro
Advanced
G – College Prep Elective: Other
8. Course Content: College Preparatory Elective – Interdisciplinary/Other
A – History/Social Science
A. Course Purpose. What is the purpose of this course? Please provide a brief description of
the goals and expected outcomes. Note: More specificity than a simple recitation of the State
Standards is needed.
The purpose of this course is to teach students the following life skills:
o Appreciate the history of gaming
o Understand the theoretical underpinnings of video game and simulation design
o Understand and apply the concepts of object-oriented computer programming languages in a
game or simulation
o Explain and implement the elements of story development in video game or simulation
o Comprehend and apply principles of traditional 2D animation
o Recognize and use computer modeling and animation concepts
o Demonstrate knowledge and skills sufficient to implement a video game or simulation design
B. Course Outline. Detailed description of topics covered. Show examples of how the text is
incorporated into the topics covered.
o Appreciate the history of gaming
o Identify major events in the history of video games
o Explain how historical context affects current video gaming trends
o Understand the theoretical underpinnings of video game and simulation design
o Describe and provide examples of types of game genres, including, but not limited to,
adventure, role-playing, real-time strategy, real-time tactical, action, first-person
shooter, puzzle, and sports
o Understand ethical, cultural, and social issues related to various game genres
o Apprehend the impact of rules in a game environment
o Explain elements of game-play
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o Explain the effects of platform choice on video game-play
o Describe the requirements needed to create engaging game-play through the
establishment of story requirements
o Comprehend the impact of dramatic and deep story structure to video game
development
o Understand the importance of back-story to character design and its relation to the
overall organization of the video game
o Describe the role of Artificial Intelligence in video game design
o Understand the breadth of video game creation using certain types of technology
o Compare and contrast similar styles of works of art done in electronic media with
those done with materials traditionally used in the visual arts
o Understand the elements involved in the design process
o Identify differences among originality, inspiration, and creativity in design
o Explain elements included in pre-production, production, and post-production areas
o Identify copyright laws related to the creation of original works
o Document the theoretical design of a game concept by way of developing design
documents
o Develop flowcharts and top-view diagrams as a means of communicating the
arrangement of the game elements
o Understand the economics of the video game industry
o Demonstrate an understanding of the video game design industry
o Understand the application of gaming principles in the fields of simulation and
entertainment (e.g., special effects)
o Understand and apply the concepts of object-oriented computer programming
languages in a game or simulation
Introduction to Programming
1. Students will understand the past, present, and future advances in programming
languages.
 Describe the need for different programming languages.
 Compare and contrast popular programming languages.
 List languages used in programming development.
 Analyze a variety of languages in order to choose the appropriate language necessary
to perform the function required.

2. Students will know how install a modern programming software application suite.
Demonstrate the ability to install software on a computer workstation.


3. Students will demonstrate the ability to properly utilize toolbars and menus.
Demonstrate the ability to use and edit toolbars.
Demonstrate the ability to use and edit menus.
Programming Fundamentals
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4. Students will demonstrate the ability to use the text editor, compiler, and linker.
 Demonstrate the ability to use the text editor.
 Demonstrate the ability to compile and execute simple programs.

5. Students will use primitive types to store and retrieve data.
Declare and assign values to variables in programs.


6. Students will create programs that interact with the user.
Prompt the user for input.
Store and manipulate user input.


7. Students will employ boolean expressions within decision-making structures.
Predict the results of Boolean expressions.
Write Boolean expressions.


8. Students will employ logical and relational operators within Boolean expressions.
List the relational and logical operators.
Use the logical and relational operators to make decisions in programs.


9. Students will use decision making structures to change the flow of programs.
Trace the flow of program that uses decision making structures.
Write programs that use decision making structures.
o Explain and implement the elements of story development in video game or simulation
o Understand and develop structural elements of plot
o Address elements of conflict and resolution
o Explain the relevance of and apply elements of setting (e.g., time, place, customs)
o Explain and apply elements of character development
o Understand and create a basic storyboard
o Comprehend and apply principles of traditional 2D animation
o Demonstrate an understanding of the physiology of seeing, including frame
rate/persistence of motion/color perception
o Describe and apply a clear understanding of the relationships among kinematics,
physics, and game design
o Comprehend and apply traditional animation concepts using the principles of
compression and elongation, anticipation, staging, straight-ahead action, pose-topose, follow-through, overlapping action, slow-in and slow-out, arcs, secondary
action, timing, exaggeration, facial animation, and solid drawing
o Recognize and use computer modeling and animation concepts
o Understand how to create a scene
o Explain how to synthesize objects by creating compound shapes
o Understand how to change appearance and function of objects by applying special
modifiers
o Load and use a reference image as a modeling aid
o Explain and design an object by converting lines to objects
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o
o
o
o
o
o
o
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o Create materials and material maps
o Model low polygon characters and vehicles
o Understand and apply concepts of ambient color and light
o Determine and explain the reasons for the best type of lighting for a given gameplay situation
o Create a skin material
o Animate an object and cause it to follow a simple path
o Understand Inverse Kinematics
o Animate a character’s walk cycle
o Use particle effects
o Understand the use of both MAC and PC systems in the gaming, simulation, and
entertainment industries
Demonstrate knowledge and skills sufficient to implement a video game or simulation
design
o Understand and apply the elements of image and storyboarding
o Use reference material in design application
o Understand and apply interface design
o Apply skills in digital audio concepts composition, including the establishing of
mood, frames and sequencing, and sound and image relationships
o Explain programming issues using object-oriented programming languages, such
as ActionScript, MEL, and MAX
o Apply math and physics concepts to video game design and development
o Evaluate game design and make modifications
o Identify 3D graphic game engines and assess their usage for particular design
o Integrate models created using industry-level three-dimensional editors and
development tools
Know ROP course expectations and requirements
Understand occupational and personal safety and health requirements for this course
and the information technology industry.
o Identify potential safety and health hazards when using a computer
o Demonstrate proper safety and health practices and procedures within a school
environment
o Display personal safety procedures needed in the workplace
o Understand the importance of ergonomics
o Display proper use of electricity as it relates to computer usage in a business
environment
o Interpret and work within guidelines of prevention
Identify career opportunities and requirements for the video game design industry
Develop job acquisition skills
Understand the employer expectations for keeping a job
Demonstrate the SCANS core skills
o Displays the ability to apply core academic skills required in the video game
development industry: reads, writes, performs operations, listens and speaks
correctly
o Demonstrates the thinking skills needed to succeed in the video game
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development industry
o Display the personal qualities of self-dignity, sociability, self-control, and
integrity
o Demonstrate the SCANS core competencies
o Identify, organize, plan and allocate resources such as time, money, materials,
facilities, and human resources
o Display appropriate interpersonal skills to work on a team, teach others, serve
customers, exercise leadership and negotiate
o Acquire, evaluate, organize, interpret, and communicate information
appropriately
o Demonstrate the ability to understand, monitor, correct and improve systems
o Demonstrate the ability to select, apply and solve problems related to technology
C. Key Assignments: Detailed descriptions of the Key Assignments including tests, and
quizzes, which should incorporate not only short answers but essay questions also. How do
assignments incorporate topics? Include all assignments that students will be required to
complete.
1. Read non-fiction materials critically and analytically, and then connect reading to
written assignments, including design documents, essays, and research paper, ranging
from one to ten pages in length, using MLA formatting.
Topic: Careers in Gaming Industry
Content Standard:
Objectives:
o Demonstrate knowledge and skills sufficient to implement a video game or
simulation design
o Know ROP course expectations and requirements
o Understand occupational and personal safety and health requirements for this
course and the information technology industry.
o Demonstrate the SCANS core competencies
o Identify career opportunities and requirements for the video game design
industry
o Develop job acquisition skills
o Understand the employer expectations for keeping a job
o Demonstrate the SCANS core skills
Materials:
o Career Cruising Online
o Supplemental Textbook: Bates, Bob. Game Design
Activity/Project:
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o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Teacher will access prior knowledge of students understanding of careers in the
Gaming industry through anticipatory chart before lesson
o A PowerPoint using selected material from supplemental textbook “Game Design” is
given to the class while they take Cornell notes.
o Students will complete the following assignment:
ASSIGNMENT DESCRIPTION
There are two parts to the assignment:
1. Research one occupation. Use the note taken from the Powerpoint and then supplement
them with research from the Internet, look in the library (check for a book called
Occupational Outlook), interview people who have the job (such as your Senior Project
mentor), or go to www.careercruising.com.
2. Write a report entitled "Career Research" which summarizes your findings from the
research and/or interviews.
ASSIGNMENT INSTRUCTIONS
STEP 1: Choose the one career that you would like to investigate. (Use the Career Research
Worksheet as a guide when compiling your information).
The purpose of this assignment is for YOU to be an investigator and find out what it would be
like to have the career YOU are interested in pursuing.
STEP 2: Once you have identified the one career that interests you, research that career to
gather some important information about it. Using the www.careercruising.com website, the
Internet, the library, and interviews (i.e., interview a person who has the job such as your Senior
Project mentor), answer the questions on the Career Research Worksheet. Write your answers in
complete sentences on a separate sheet of paper.
STEP 3: Write a two to three (2 to 3) page report titled “Career Research Report” that
summarizes the results of your research.
Be sure to include the following information:
a. necessary education for your chosen career
b. how long will you have to go to school AFTER high school graduation
c. training and skills needed
d. what it is REALLY like to do the work
e. how much money you will make in this career from entry level to more advanced
levels
f. any other applicable information that gives an inside understanding of the career.
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Note: The report must be in MLA format, typed in 12-point Times New Roman or Arial font,
double-spaced, and have one-inch margins. DO NOT include any pictures, graphs, etc. except in
an appendix. You must have a Works Cited Page with a minimum of four (4) sources.
o Students will exchange first drafts of report and peer-edit the student’s work.
The research paper will be giving back to the student after the editor writes
their names on it. The students will need to rewrite and self-evaluate their
work and then the paper will be turned into the teacher with both their name
and the editors name.
Assessment:
o Rubric to score strength of compare and contrast, pros and cons, and research
content
2. Learn the specialized vocabulary of game development and use it to express thoughts
clearly and concisely in written design documents.
Topic: Specialized Vocabulary of Game Design
Content Standard:
Objectives:
o Appreciate the history of gaming
o Understand the theoretical underpinnings of video game and simulation design
o Comprehend and apply principles of traditional 2D animation
o Recognize and use computer modeling and animation concepts
o Demonstrate knowledge and skills sufficient to implement a video game or
simulation design
o Develop job acquisition skills
o Demonstrate the SCANS core skills
o Demonstrate the SCANS core competencies
Materials:
Textbooks and materials for this key assignment differ with each lesson plan.
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Vocabulary is an ongoing lesson throughout the year. Each new lesson plan brings with it
new vocabulary therefore the following Marzano steps are completed before each lesson:
Step 1. Teacher presents students with a brief explanation or description of the new term
or phrase
Step 2. Teacher presents students with an example of a graphic organizer of the new term
or phrase.
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Step 3. Students are asked to create their own graphic organizer for the rest of the new
term or phrases for each lesson.
Assessment:
Step 5. Periodically students are asked to review the accuracy of their explanation and
representations.
3. Complete a five- to ten-page MLA-formatted research paper and make an oral
presentation (with audio-visual support) to a panel on a topic of the student’s choice
related to video gaming or simulations.
Topic: MLA Research Paper on Social Issues Surrounding Game Design
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
o Appreciate the history of gaming
o Demonstrate the SCANS core skills
o Demonstrate the SCANS core competencies
Materials:
Internet Research Based
Referenced material from Discover Channel Documentary: The Rise of Video Games 5 parts
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Students will write a 5 to 10 page argumentative MLA style research paper on one of the
social issues surrounding game design. The following list are examples of topics that can
be covered:
o
o
o
o
o
o
o
Violence in Video Games
Gender Stereotyping in Video Games
Addiction of Video Games
Copyright Infringement
Video Game Ratings: Are They Enough And Are They Accurate?
Are Video Games Beneficial to Children?
Many Products Advertised Such As Alcohol, Tobacco, Fast Food, Diet/Nutrition
Supplements And Even Video Games Have Deeper Social Issues Surrounding
Them: Should They Be Allowed To Be Shown In Video Games?
o Paper formatting instructions are listed bellow:
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MLA FORMAT INSTRUCTIONS AND EXAMPLES
Understanding the MLA format is essential in completing the research paper. The following tips
can assist you.
INSTRUCTIONS
1.
2.
3.
4.
5.
6.
Go to your school’s main page (avhs.org, highlandhs.org, lnhs.org, qhhs.org, etc.)
Students should go to their Library Media Center web page.
Click on the link for "Research Tips;"
Then click on "Links to More"
Then on to "Guide to Writing Research Papers" (note the red subtext on this entry).
Peruse the site at your leisure (there is a tutorial available).
MLA Citation Style Guide
This chart is designed to be a quick reference guide to the MLA style of documenting
sources in research papers. Your "Works Cited" section should appear at the end of your
paper and works should be arranged alphabetically by author (or title, if no author
appears in the entry). List only works you actually cited. (Your teacher may also request
a list of works consulted.) Entries should be double-spaced. For further information
about types of entries not listed here consult MLA Handbook for Writers of Research
Papers.
Assessment:
o Rubric to score strength of argument, pros and cons, and research content
4. Identify contemporary styles and discuss the diverse social, economic, and political
developments reflected in the works of interactive art examined.
Topic: Artistic Perspective
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
o Demonstrate the SCANS core competencies
o Demonstrate the SCANS core skills
Materials:
Internet Based Research
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Supplemental Textbook used to introduce video games as art: Ahearn, Luke. 3D Game Art:
f/x & Design
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Teacher lectures on how art from video games is now being recognized as an art medium.
o Students will research and share with the class the following points about selected works
of art:
o Identify two major styles of Game Art and discuss the diverse social,
economic, and political developments reflected styles.
o Analyze and discuss complex ideas, such as distortion, color theory, arbitrary
color, scale, expressive content, and real versus virtual in works of art.
1. Analyze and discuss the use of visual metaphors in works of art including
their own.
2. Explore color theory and the creation of tonal palettes for works of art.
3. Explore visual perception: reflected light, afterimage, the function of color
receptors, etc. and discuss how artists manipulate the elements of art based on
those concepts.
4. Explore a complex compositional issue (e.g., dissonant elements brought
together in unity and symbolic representations juxtaposed for impact) to
develop one’s own unique style
1. Analyze their works of art as to personal direction and style.
1. Discuss how each style of art effects the artists’ artwork is impacted by
personal motivation, media preferences, masters chosen as role models, and
characteristics of a culture, time period or school of art (style).
2. Apply various art-related theoretical perspectives to your own works of art
and the works of others in classroom critiques.
1. Apply the concepts of description, analysis, interpretation and judgment (art
criticism) on your own works of art and in classroom critiques.
2. Discuss theories of realism, impressionism, abstraction, surrealism, etc. in
relationship to your own work and the work of peers.
o Students present their findings to the class.
Assessment:
Performance assessment: Student demonstrates acquired analysis abilities by presenting
to the class.
5. Identify contemporary interactive artists worldwide who have achieved regional,
national, or international recognition and discuss ways in which their work reflects,
plays a role in, and influences present-day culture.
Key Assignment number 5 and 11 are combined assignments:
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Topic: Critiquing
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
o Demonstrate the SCANS core competencies
o Demonstrate the SCANS core skills
Materials:
Internet Based Research
Supplemental Textbook used to introduce video games as art: Ahearn, Luke. 3D Game Art:
f/x & Design
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Examine, compare and contrast particular visual art styles or trends in the same
media from two different time periods, including recognized artists, media
availability, technological conditions and the political, historical, and social
environment emphasizing complex compositional ideas.
o Identify the intentions of artists creating contemporary works of art and explore the
implications of those intentions.
1. Identify, describe, analyze and interpret the composition and content of three
works of art by living artists, (all game art) emphasizing the artists’ intent and
purpose.
2. Explore the intent and purpose of artists work, the role it plays, and how it
influences present-day culture.
o Develop written criteria for the selection of a body of work from their portfolios
that represents significant achievements.
1. Create guidelines for selecting pieces of one’s own work to be included in a
best works portfolio.
Assessment:
o Rubric to score strength of written criteria for best of work.
6. Describe the relationship involving the art-maker (artist), the making (process), the
artwork (product), and the viewer.
Topic: Artistic Perspective
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
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o Demonstrate the SCANS core competencies
o Demonstrate the SCANS core skills
Materials:
Internet Based Research
Supplemental Textbook used to introduce video games as art: Ahearn, Luke. 3D Game Art:
f/x & Design
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Students will research in groups the following criteria for assignment and then finish by
writing reflections in their sketchbooks based on what they learned on the relationship
involving the art-maker and the making of the art. They will apply these principles to
their own sketches:
o Identify three contemporary style works of Game Art and discuss the diverse
social, economic, and political developments reflected in the works of art
examined.
o Analyze and discuss complex ideas, such as distortion, color theory, arbitrary
color, scale, expressive content, and real versus virtual in works of art.
1. Analyze and discuss the use of visual metaphors in works of art including
their own.
2. Explore color theory and the creation of tonal palettes for works of art.
3. Explore visual perception: reflected light, afterimage, the function of color
receptors, etc. and discuss how artists manipulate the elements of art based on
those concepts.
4. Explore a complex compositional issue (e.g., dissonant elements brought
together in unity and symbolic representations juxtaposed for impact) to
develop one’s own unique style
3. Analyze their works of art as to personal direction and style.
1. Discuss how the artists’ artwork is impacted by personal motivation, media
preferences, masters chosen as role models, and characteristics of a culture,
time period or school of art (style).
2. Write reflections in a journal and/or sketchbook about observations or ideas
manifested during the creative process, new ideas for future works, and selfassessment of completed compositions.
Assessment:
Performance assessment: Student demonstrates acquired analysis abilities by presenting
to the class their personal reflections on their sketchbook.
7. Analyze and articulate how society influences the interpretation and message of a
work of interactive art.
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Topic: Artistic Perspective
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
o Demonstrate the SCANS core competencies
o Demonstrate the SCANS core skills
Materials:
Internet Based Research
Supplemental Textbook used to introduce video games as art: Ahearn, Luke. 3D Game Art:
f/x & Design
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Students will reflect on their favorite game and discuss with the class the aspects of the
game:
o Analyze and articulate how society influences the interpretations and message of your
favorite game.
o Define visual metaphor and compare and contrast universal use of symbols
and images in a variety of in your chosen game.
o Explore the use of subliminal techniques in visual art of the game.
o Derive how the game may have changed or not changed based on social and
ethical issues discussed in class.
Assessment:
Performance assessment: Student demonstrates acquired analysis abilities by presenting
to the class their personal reflections on their game.
8. Create an electronic, virtual or real two or three-dimensional work of art that
addresses a social issue.
Topic: Story writing and Game Character Design
Content Standard:
Objectives:
o Comprehend character development
o Image Programming
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32. Students will translate images.
Use transformations to change an image’s position and direction.


33. Students will scale images and shapes.
Scale images to given ratios.
Scale geometric shapes to given ratios.

34. Students will transform images by rotating them.
Demonstrate the ability to rotate images.


35. Students will demonstrate parallaxing.
Define Parallaxing as it relates to animation.
Create 3-dimensional effects via Parallaxing.
Materials:
Internet Based Research
Following textbooks are either supplemental or primary and are used for this assignment:
Ahearn, Luke. 3D Game Art: f/x & Design
Bates, Bob. Game Design.
Birn, Jeremy. [digital] Lighting and Rendering
Ford, Michael and Lehman, Alan. Inspired 3D Character Setup
Kundert-Gibbs, Mastering Maya 8.5
Lee, Sheldon. Character Development and Storytelling for Games.
Kostic, Connor. Epic
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o The following is a lesson plan that covers several weeks and follows the lesson plan for
creating a story plot:
Step 1: Teacher explains and shows examples of what a Design Document and
Storyboard looks like. Students create a Design Document and Storyboard for their game
based on their story plot. . Students can continue to work in their group if they choose to
do so. This allows them to play on the strengths of group members and reinforces team
work which is predominating in the industry.
Step 2:
Teacher explains Character Descriptor Documentation and shows examples. The groups
are asked to create two of their character in 3D using ZBrush software. Students then will
write Character Descriptors for each character. Character Descriptors should include:
Title
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Genre
Concept
Storyline
Key Moments
Casting Notes
Role/Description
Assessment:
o Rubric to score strength of written criteria and rubric for 3D Characters.
9. Create a work of interactive or traditional art that communicates a cross-cultural or
universal theme taken from literature or history.
Topic: Holocaust Remembrance Competition
Content Standard:
Objectives:
Introduce to Graphics
23. Students will enhance the user interface by creating graphics windows.
o Initialize graphics windows with given parameters.
o List the common display modes of current monitors.
o Modify programs so that they run in full screen, windowed, scaled windowed, and
auto screen modes.
24. Students will enhance the user interface by loading, drawing and using images.
o Convert images from popular formats to *.bmp.
o Use saved images in programs.
o Create images from within the IDE.
25. Students will enhance the user interface by using colors.
o Explain the relationship between memory allotted and number of available colors.
o Understand RGB values.
o Set backgrounds and clear screens from within the IDE.
Materials:
Internet Based Research
Bert Monroy Tutorials on www.khswebtest.edu
The following link will help students to understand what people went through in the
Holocaust:
http://library.thinkquest.org/12663/camps
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
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with class
o The following is a lesson plan that will enhance the students graphic design skills:
Step 1: Students will watch and follow Bert Monroys, a leading Graphic Design artist, as a
pre-teach introduction to this lesson. These are advance tutorials meant to induce students to
think on a higher order level.
Front Load:
One of the primary goals of the Holocaust Commission is to encourage young people to
apply the lessons of history to the moral decisions they make today. Through studying
the Holocaust, students explore the issues of moral courage as well as the dangers of
prejudice, peer pressure, unthinking obedience to authority, and indifference. This
competition provides students an opportunity to express themselves creatively about what
they have learned.
We cannot choose our parents, their families or heritage. We are all born into accidental
circumstance. What we do have is the ability to choose how we live our lives. Survivors
of the Nazi Holocaust and other Holocaust have the unique perspective of having been
the victims of senseless hatred and often persecution and violence. Living through such
circumstances, it would be easy to become soured on the potential goodness of humanity,
the beauty in life beyond simply holding onto it. Yet as a group, Holocaust survivors are
some of the most caring, giving, and loving people alive today. They cherish their
families in a way that the rest of us cannot imagine, as they were often the sole survivors
of their birth families. They treasure their memories, even the terrible ones, to hold onto a
life that can never be restored, but also to remember how that life was destroyed. While
some cannot bear to discuss the atrocities they witnessed or lived through, others go out
of their way to share their life stories with others, in hopes that the world never succumbs
to such baseless hatred again. As a group, they have shared their experiences and visions
through art, literature, music, and personal expression. Why?
We are each affected by the personal stories and lessons of the Holocaust. How do these
stories and lessons affect you personally, your feelings and your behavior? Do you treat
others differently after you learn of the horrible acts performed in the name of blind
obedience to authority? Are you sensitive to the oppression of others? What types of
injustice, historical and contemporary, would or will motivate you to take action for
change? What kind of action could or would you take? Have you taken action against
injustice in your life thus far?
Consider doing your project on current Holocaust such as the genocide in Darfur, since
early 2003, the government of Sudan has been waging a campaign of genocide against
targeted African communities in Darfur, western Sudan. Over 450,000 people have lost
their lives in Darfur since the genocide began. More than 2.5 million people have been
displaced, their livelihoods and villages destroyed by government forces.
Introduction
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Visual artists must be able to convey some social and/or emotional content using images
that communicate with the viewer about the content represented in this visual arts
competition.
Assignment
Using the introduction and information and questions asked in the preceding paragraphs,
create a 2-dimensional original artwork no larger than 24” by 24” using the medium of
your choice. Your work should demonstrate an understanding of the Activity and reveal
something of value to the viewer. Because your task is different from a writer's, you may
have to narrow the concepts of this competition to a more specific feeling or idea. You
will need to understand what happened or is happening during these events in time by
doing some research before you convert that moment in time into true feelings through
art.
Through an image you could:
1. Strive to help your audience feel what it meant to experience the Holocaust or
Genocide.
2. Show what it means to be isolated just because of who you are.
3. Show how it feels when something terrible happens and other people do not take
up for you. Can you think of something in your life that can help you empathize
with someone in this situation?
4. Tell even a small part of this story in the language of symbols. As an artist, how
can you draw in your viewer in a way that invites participation?
Guidelines
1. All entries must be 2-dimensional and may not exceed 2250 w x 3150 h pixels.
Resolution should be set at 300.
2. All works must be mounted on a firm support such as foam core, wood, or frame.
(I will take care of this.)
3. All entries must be original and created solely for this competition.
4. Include a detachable cover sheet with the following information: ( I will take care
of #4 as well)
a. The division you are entering, Junior or Senior, and which Activity chosen
b. Your name, home phone number, and address
c. Your grade, your teacher's name, and your school
d. The materials used (i.e. pastels, oils, pencils, etc.)
e. A title for your work
5. Not following the above guidelines will render the entry ineligible.
6. Use PhotoShop to create your image. You can go to the Internet and collect
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various images to use (but remember your final piece must be original). You
would cut these images out and use them somehow in you final piece of art. You
may also create an original piece from scratch using Photoshop or llustrator
(This would be preferable).
7. Use the advance techniques you learned in the tutorials or chapter work you
finished. Turn in the .psd version and I will convert the winners to jpeg.
1. Use at least 10 of the following things you learned:
1. Applying a Hue/Saturation Adjustment layer
2. Using one layer to mask another layer
3. Using Filter effects
4. Using Alpha channels
5. Modify type or warping type
6. 3D Text
7. Working with shape layers and textures to create effects such as
rain, fire, plastic, wood, recessed type, and chiseled effects.
8. Close attention to position of foreground and background images.
9. Extracting an object
10. Using tools such as the clone stamp, healing brush, patch tool,
sponge tool, and blur tool.
11. Using clipping mask to place one image into text or another image
12. Adding a stroke layer
13. Adding special effects like drop shadow or bevel and emboss
14. Adding Filters like Chrome effect or one of the other choices
15. Using grayscale image and colorizing it.
16. Adjust levels and curves.
17. Creating monotones and duotones, special mask filters, neon
effect, and grayscale imaging using lab colors options.
18. Using a layer mask for a ripped effect
19. Blending modes for color balance depth, dimension, hard lighting,
soft lighting, color filters.
20. Using reflection and shadowing to create a specific mood.
Assessment:
Rubric to score will be based on creativity, craftsmanship, presentation, composition,
originality, and how well your image communicates the feelings you were trying to
portray. Certain student work will be submitted to the district for competition.
10. Prepare portfolios of their original works of interactive art, including environmental
sketches, character costume designs, thematic set designs, digital images of real and
virtual three dimensional artworks, videos and sound designs showing a variety of
aspects of the expression of game concepts, and cover design artwork for the
student’s individual game concept for a variety of purposes (e.g., review for post-
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secondary application, exhibition, job application, and personal collection).
Topic: Portfolio
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
Materials:
Internet Based Research
Supplemental Textbook used to introduce video games industry expectations:
Rouse, Richard. Game Design: Theory and Practice
Bates, Bob. Game Design.
Worksheets provided by ROP
Activity/Project:
Front Load:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Students will use the criteria they created in previous assignment to judge the work
samples they will include in the portfolio. The following is an insert from that
assignment:
1. Develop written criteria for the selection of a body of work from their
portfolios that represents significant achievements.
2. Create guidelines for selecting pieces of one’s own work to be included in a
best works portfolio.
o The following criteria must be included with the portfolio. The students are given
examples and a lesson plan is built around each.
Step 1: Students are introduced to the checklist that will determine what will be
placed in the portfolio besides their work samples. Each item is explained:
PORTFOLIO CHECKLIST
STUDENT: _______________________________________________________________
TEACHER: _______________________________________________________________
ROP COURSE:
_______________________________________________________________
CAREER ELEMENTS
___ Career, Educational, and Personal Goals (at least one [1] sheet for each goal type)
___Career Research Report – 4 sources minimum
___Career Assessment (Career Cruising results/print-out)
___Current Résumé
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___Job Application
___Cover Letter
___ Interview Completion
___1 Letter of Reference
___1 job posting in career area
___Class Work Samples (based on criteria you created)
EDUCATIONAL ELEMENTS
___Scholarship Application
___ Post-Secondary Summary (relate to career interest)
Note!




Student must include all of the above documents. The portfolio will not be scored if
any of these documents are missing.
This portfolio is evaluated based on COMPLETENESS AND QUALITY.
Therefore, the portfolio could still not pass even if all these elements are included.
The student may be required to resubmit the portfolio with revisions.
This Checklist must be placed in the front of each student portfolio.
Step 2: Students are given a worksheet for “Career, Educational, and Personal Goals “. Each
section is explained and a sample shown. Student will place finished typed assignment
in their portfolio.
Step 3: There MLA career research paper from an earlier assignment is placed in the
portfolio.
Step 4: Students are given a worksheet for “Career Assessment “. Each section is explained
and a sample shown. Student will place finished typed assignment in their portfolio.
Step 5: Students are instructed on what a good resume would look like. Students use a
template to finish a current Résumé. Each section is explained and a sample shown.
Student will place finished typed assignment in their portfolio.
Step 6: Students are instructed on what a good job application would look like. Students use
a job application they either went and got or found on the Internet. Each section is
explained and a sample shown. Student will place finished typed assignment in their
portfolio.
Step 7: Students are given a template for a “Cover Letter “. Each section is explained and a
sample shown. Student will place finished typed assignment in their portfolio
Step 8: Students practice answer interview questions and then find an adult to interview them
and answer an analysis sheet on that interview. Student will place finished assignment
in their portfolio
Step 9: Students are required to ask an adult for a letter of reference. Student will place
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finished assignment in their portfolio
Step 10: Students are required to find a job posting in the career of choice. Examples of what
need to be included in that posting are given. Student will place finished assignment in
their portfolio
Step 11: Students are required to complete scholarship applications. Students are instructed
on how to find them and how to fill them out. Prove of completion is required to be
placed in portfolio.
Step 12: Students are required to compete a post-secondary summary of college of their
choice. Each section is explained and a sample shown. Student will place finished
typed assignment in their portfolio
Assessment:
o Rubric to score completion of criteria and on creativity, craftsmanship, presentation,
composition, and originality.
11. Develop written criteria for the selection of a body of work from their hard and soft
copy portfolios that represent significant achievements.
Key Assignment number 5 and 11 are combined assignments:
Topic: Critiquing
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
Materials:
Internet Based Research
Supplemental Textbook used to introduce video games as art: Ahearn, Luke. 3D Game Art:
f/x & Design
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Examine, compare and contrast particular visual art styles or trends in the same
media from two different time periods, including recognized artists, media
availability, technological conditions and the political, historical, and social
environment emphasizing complex compositional ideas.
o Identify the intentions of artists creating contemporary works of art and explore the
implications of those intentions.
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2. Identify, describe, analyze and interpret the composition and content of three
works of art by living artists, (all game art) emphasizing the artists’ intent and
purpose.
3. Explore the intent and purpose of artists work, the role it plays, and how it
influences present-day culture.
o Develop written criteria for the selection of a body of work from their portfolios
that represents significant achievements.
3. Create guidelines for selecting pieces of one’s own work to be included in a
best works portfolio.
Assessment:
o Rubric to score strength of written criteria for best of work.
12. Develop a game design document that communicates aspects of social relevance,
ethical responsibility, and artistic excellence integrated with student’s own game-play
ideas.
Topic: Writing a Story Plot for a Game
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
Materials:
Internet Based Research
The following supplemental and primary textbooks are used to facilitate this lesson:
Rouse, Richard. Game Design
Salen, Katie and Eric Zimmerman. Rules of Play
27. Kostic, Connor. Epic
Lee, Sheldon. Character Development and Storytelling for Games
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o The following lesson for writing a game story plot is modeled and scaffold for
students:
Step 1: Teacher and students brainstorm about what makes a good story plot in a game
and whether a game needs a plot or not. The class reflects on the social relevance and
ethical issues that were covered in a previous lesson so students will write a socially
responsible game plot.
Step 2: Students read silently for 15 minutes every day. They read the book Epic and then
class discusses certain aspects of the plot, such as the characters, antagonist, plot twist,
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etc. Words that students may not have known before the reading are discussed.
Step 3: Students write a story plot of there own. Peer grouping to complete this project is
allowed. Students are instructed on the process of planning first:
1. Take time to plan your story plot using graphic organizers or flow charts.
2. Organize your ideas carefully. Remember what you know about writing
complete paragraphs.
3. Check that you have used complete sentences and correct spelling and
punctuation. It helps if you read a passage out loud. If it does not sound right
it probably isn’t.
4. Have at least two peers read and edit your work. Place those students’ names
on the paper and they will get a grade for their editing abilities.
5. Turn in the first copy as your rough draft.
Step 4: Teacher returns the rough draft and students rewrite and turn in final draft of
story.
Assessment:
o Rubric to score strength of written criteria for best of work.
13. Complete hard code for a two-dimensional game using object-oriented programming
such as ActionScript, including all phases of development, including planning,
testing, and implementation.
14.
Topic: Programming A 2D Game
Content Standard:
Objectives:
Introduction to Programming
1. Students will understand the past, present, and future advances in programming
languages.
 Describe the need for different programming languages.
 Compare and contrast popular programming languages.
 List languages used in programming development.
 Analyze a variety of languages in order to choose the appropriate language necessary to
perform the function required.

2. Students will know how install a modern programming software application suite.
Demonstrate the ability to install software on a computer workstation.
3. Students will demonstrate the ability to properly utilize toolbars and menus.
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Demonstrate the ability to use and edit toolbars.
Demonstrate the ability to use and edit menus.
Programming Fundamentals


4. Students will demonstrate the ability to use the text editor, compiler, and linker.
Demonstrate the ability to use the text editor.
Demonstrate the ability to compile and execute simple programs.

5. Students will use primitive types to store and retrieve data.
Declare and assign values to variables in programs.


6. Students will create programs that interact with the user.
Prompt the user for input.
Store and manipulate user input.


7. Students will employ boolean expressions within decision-making structures.
Predict the results of Boolean expressions.
Write Boolean expressions.


8. Students will employ logical and relational operators within Boolean expressions.
List the relational and logical operators.
Use the logical and relational operators to make decisions in programs.
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
9. Students will use decision making structures to change the flow of programs.
Trace the flow of program that uses decision making structures.
Write programs that use decision making structures.
Loops
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10. Students will demonstrate the ability to use loops in programs.
Trace the flow of program that uses loops to repeat tasks.
List the three components of a loop.


11. Students will construct pre-test and post-test loops.
Demonstrate the ability to write each type of loop.
Choose the best type of loop for a given algorithm.


12. Students will utilize nested loops.
Trace the flow of a program that uses nested loops.
Write programs that use nested loops to execute an algorithm.
Functions
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13. Students will use the methodology of top-down design
Identify programs that use a top-down design.

14. Students will pass arguments and parameters to functions.
Use arguments and parameters to pass values between functions.

15. Students will use return statements to change the flow of programs.
Write functions that return values to clients.


16. Students will take advantage of built-in library functions.
List common library functions.
Use library functions to simplify programs.


17. Students will create and implement user-defined functions.
Add user-defined functions to programs.
Describe the advantages of adding user-defined functions to programs.

18. Students will create programs that use both local and global Variables.
Distinguish between local and global variables.

19. Students will use local variables within their intended scope to create more efficient
programs.
Recognize the common errors caused by scope.
Style


20. Students will use white space and indentation according to prescribed conventions.
Apply understanding of white space, indentation, comments, and naming formats.
Create code segments with acceptable indentation.

21. Students will use comments according to prescribed conventions.
Determine the best type of comment to use for a given situation.

22. Students will use naming formats according to prescribed conventions.
Distinguish between correct and incorrect naming variable names.
Introduction to Graphics



23. Students will enhance the user interface by creating graphics windows.
Initialize graphics windows with given parameters.
List the common display modes of current monitors.
Modify programs so that they run in full screen, windowed, scaled windowed, and auto
screen modes.
24. Students will enhance the user interface by loading, drawing and using images.
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Convert images from popular formats to *.bmp.
Use saved images in programs.
Create images from within the IDE.



25. Students will enhance the user interface by using colors.
Explain the relationship between memory allotted and number of available colors.
Understand RGB values.
Set backgrounds and clear screens from within the IDE.
Buffers

26. Students will use frames to create animations.
Explain the importance of frames in computer animation.

27. Students will employ the concept of page flipping.
Explain the concept of page flipping as it relates to computer animation.


28. Students will load and save buffers.
Describe the use and behavior of buffers.
Use programming techniques to manipulate buffers.

29. Students will unlock and lock buffers.
Demonstrate the ability to lock and unlock buffers.

30. Students will access and analyze pixel information.
Write and read pixel information.

31. Students will write programs based on buffers.
Write a complete program based on buffers.
Image Programming

32. Students will translate images.
Use transformations to change an image’s position and direction.


33. Students will scale images and shapes.
Scale images to given ratios.
Scale geometric shapes to given ratios.

34. Students will transform images by rotating them.
Demonstrate the ability to rotate images.
Animation
36. Students will create and implement bitmaps within their applications.
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Create an image that consists of multiple frames.

37. Students will display images that move.
Load a multi-framed image.
Collision Detection
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38. Students will recognize the significance of basic collisions in game programming.
Explain the need for collision detection in computer gaming.
Demonstrate how to check single pixels for collisions.
Create tests to determine if points have gone off-screen.
Perform checks for collision of objects and images.

39. Students will demonstrate the skills necessary to find the distance between points.
Compute the distance between two points.

40. Students will compare and contrast pixel-imperfect and pixel perfect collisions.
Explain the difference between pixel-imperfect collisions and pixel-perfect collisions.

41. Students will use bounding circles and bounding boxes.
Demonstrate the use of bounding circles and bounding boxes.
Game Concepts - Input
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
42. Students will enhance the user interface with keyboard input.
List the types of user input available in video games.
Write programs that receive keyboard input.

43. Students will enhance the user interface by displaying the mouse cursor.
Display a mouse cursor in a running program.

44. Students will enhance the user interface with mouse button input.
Handle mouse key presses.

45. Students will enhance the user interface with mouse wheel input.
Write a program that allows input via the mouse wheel.

46. Students will enhance the user interface with joystick input.
Describe the additional functions allowed by joystick input.
Game Concepts - Sound and Music

47. Students will enhance the user interface with sound.
Access and play sounds into a program.
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48. Students will enhance the user interface with music.
Play background music in a program.


49. Students will edit music channels to further enhance the user interface.
Convert music between popular formats.(.WAV, .MP3, MID, etc.)
Edit music parameters including volume, direction, and pitch.
Game Concepts - Artificial Intelligence
50. Students will employ random number generation to increase the application’s
artificial intelligence.
 Describe the need for random number generation within a computer game.
 Demonstrate the ability to randomly seed the random number generator function.
 Employ random number generation to simulate artificial intelligence.

51. Students will enhance the user interface with timers.
Write a program that employs a timer.

52. Students will employ chasing and evading algorithms to increase the application’s
artificial intelligence.
Use artificial intelligence to chase and evade objects.
Inline Functions

53. Students will describe the pros and cons of using inline functions as they relate to
efficient programming.
Describe the advantages and disadvantages of using inline functions.

54. Students will create inline functions from given specification.
Create inline functions from given user-defined functions.

55. Students will implement inline functions.
Call inline functions from client functions.
References and Pointers


56. Students will create references.
Declare and initialize references.
Demonstrate the code required to access and change reference values.

57. Students will access and change reference values.
Write clients that pass references to user-defined methods.
58. Students will pass and return references.
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Write user-defined methods that return references to clients.
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58. Students will employ pointers in their game applications.
Create programs that declare and initialize pointers.
Access objects to which a pointer points by dereferencing.
Reassign the object to which a pointer points.
Add safeguards to programs and restrict how a pointer acts by using constant pointers.
Write clients that pass pointers to user-defined methods.
Write user-defined methods that return pointers to clients.
Classes
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59. Students will create new classes.
Create new types by defining classes.
Declare class data members.
Declare class member functions.
Set member access levels.
Declare static data members and member functions.

60. Students will create objects based on their class definitions.
Instantiate objects from classes.
Advanced Classes and Dynamic Memory

61. Students will combine objects.
Create objects that are part of another object.


62. Students will create and employ friend functions.
Add friend functions to classes.
Manipulate object properties by calling friend functions.

63. Students will enhance classes by overloading operators.
Define new meanings for built-in operators by overloading them in classes.
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64. Students will demonstrate the ability to dynamically allocate memory.
Use the new operator to allocate memory.
Use the delete operator to free memory.
Add destructors to classes.
Use the keyword to point to objects.
Inheritance and Polymorphism
65. Students will employ the concept of inheritance as it applies to object oriented
programming.
 Write specialized versions of existing classes.
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Instantiate objects from a derived class.
Modify access to a class’ members with the protected keyword.

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66. Students will employ the concept of polymorphism as it applies to object oriented
programming.
Customize inherited member functions by overriding them.
Define virtual member functions.
Define virtual constructors.


67. Students will employ the concept of Abstract Classes as it applies to object oriented
programming.
Create abstract classes.
Derive classes from abstract classes.
Comprehend character development
Materials:
Internet Based Research
PowerPoint explaining Object Oriented programming
Flash ActionScript programming editor
The following supplemental and primary Textbooks are used facilitate this lesson:
Birn, Jeremy. [digital] Lighting and Rendering
Rhodes, Glen, Flash Professional 8 Game Development
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o The following lesson plan introduces the concept of Object Oriented Programming
to the students and can be considered front loading for the next lesson.
Step 1: Teacher models a PowerPoint explaining some basic Object Orient
programming, such as loops, functions, classes, methods, and arrays.
PowerPoint is loaded with fun realia and media to contextualize the lesson.
Students take Cornell notes while teacher is modeling PowerPoint. Software
allows teacher to open a code developer such as Flash and provide guided
practice for hard coding the segment just explained.
Step 2: Student are asked to hard code an example following each guided
practice, a successful run of code counts as quiz points. Students are required to
turn a hard copy of code in for each section.
o Students will complete certain selected chapters out of Flash Professional 8 Game
Development. The chapters provide focused practice for students when subject is
complex and multistepped. Students follow each chapter by using reinforced learning by
building a small game using the learned skills from the chapter.
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o Students follow the chapter work with a major project that the following criteria
sets up:
This project is worth a possible 400 points; (See rubric for information on grading.)
Design and create an animated game using flash. Now that you have finished the note
taking from the PowerPoint on Object Oriented Programming it is time to put your newly
learned skills in action using ActionScript in Flash. The following criteria will also need
to be including for the full amount of points in this project:
1. You will hard code this game using ActionScript. Use the standard
programming rules taught to you through the PowerPoint and chapter work
you have accomplished to this point.
2. The goal in publishing a game is to provide the most effective playback for
the intended audience. This requires that you pay special attention to the
download time and playback speed. Refer to chapter F to assist you in this.
3. For the best file compressing you will need to use symbols. Most large
Macromedia Flash documents include many movie clip symbols. Using movie
clips helps you better manage your document by breaking down complex
tasks into smaller components, and also lets you reuse content and reduce file
size. Another advantage to movie clips is you can use actions with them,
allowing you greater control over the objects on the stage. I will need to see
extensive use of button, graphic and movie symbols. Refer to chapter H for
assistance with this.
4. Games use high end ActionScript, chapter 11 will help with this and I have
some other books you can refer to.
5. You will need sound to make this game a complete interactive media
experience for your user. Refer to chapter 9 for help with this.
6. Don’t forget to use both frame and motion animation where necessary.
7. You must have complete interactivity with the user, don’t forget input boxes
and dynamic text boxes.
o Students will then work on their own or in cooperative groups to determine their learning
comprehension. Many of the concepts and skills taught in this lesson can only be learned
well by practicing them.
o This unit is ended with two tests at two different levels. The following is an example
of the test questions:
After you finish writing each section of code and have tested it, block it out with block
comments and work on the next section. Make sure you put your name on the code using
comments.
1. Write an if else and else if statement. The code needs at least 4 possible actions with the
last option being you get nothing. Use two conditions with either a Boolean AND or a
Boolean OR in one of the if conditions (). Have the action possibilities trace out their
results. Test all 4 statements by changing the values of your variables then block out the
code.
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Example for your scenario: If you get a job and/or win the lottery you will get a new car
otherwise you will have to pay taxes on the money you win in the lottery and may not have
enough left for a car otherwise you will have to work extra hours to cover insurance for your
car otherwise you will have to get a ride from someone else to get where you are going.
2. Write an if else statement (notice there is only 2 possibilities here) that codes the
following:
Example for your scenario:
If you’re not a regular customer but you are a quest OR you’re a visitor and not a client and
your age is less than 17 and your height is greater than or equal to 5, or less than 2 and your
name is Bob, then you may come in otherwise stay out. Set your variables so stay out is what
traces out in your output window. Hint you will need to break your conditions up with
parentheses () within parentheses () to have it follow the order you want it to. It is the same
as when you write a math equation that we want a certain order of operation followed.
(4*(7+8)).
Hint: you will have to create several variables. Test the code and block it out so
you can go on to the next question.
3. Write a function that evaluates a condition and then uses an if else statement to trace out
the results and then call the function so it will perform the trace.
Example for your scenario:
If your balance is greater than 0 you have money otherwise you are broke.
Hint. You will need to create a variable and pass it to the function. All of the action has to
happen within the function and then you will need to call the function for it to perform. Block
out the text after you have tested it and go on to the next question.
4. Create a for loop and give it 3 parameters in the condition. Hint it would read like this:
for (assign a variable; this must evaluate to true; do this every loop iteration) Have it trace
out the miles as you run them. Hint you will have to use concatenation to add strings and
variables in the output. Test the code and then print out your results for all these
questions and turn them in.
Example for your scenario: Run until you have reached 4 miles
o
Assessment:
o Rubric to score proper coding, completion of criteria, creativity, craftsmanship,
presentation, composition, and originality.
o Successful runs on programming tests
15. Taking their own game concepts, students will integrate ethical sensibilities and
social issues into a final designed interactive artwork experience.
Topic: Programming a 3D Game
Content Standard:
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Objectives:
o Understand the theoretical underpinnings of video game and simulation design
Introduction to Programming
1. Students will understand the past, present, and future advances in programming
languages.
 Describe the need for different programming languages.
 Compare and contrast popular programming languages.
 List languages used in programming development.
 Analyze a variety of languages in order to choose the appropriate language necessary to
perform the function required.

2. Students will know how install a modern programming software application suite.
Demonstrate the ability to install software on a computer workstation.


3. Students will demonstrate the ability to properly utilize toolbars and menus.
Demonstrate the ability to use and edit toolbars.
Demonstrate the ability to use and edit menus.
Programming Fundamentals


4. Students will demonstrate the ability to use the text editor, compiler, and linker.
Demonstrate the ability to use the text editor.
Demonstrate the ability to compile and execute simple programs.

5. Students will use primitive types to store and retrieve data.
Declare and assign values to variables in programs.


6. Students will create programs that interact with the user.
Prompt the user for input.
Store and manipulate user input.


7. Students will employ boolean expressions within decision-making structures.
Predict the results of Boolean expressions.
Write Boolean expressions.


8. Students will employ logical and relational operators within Boolean expressions.
List the relational and logical operators.
Use the logical and relational operators to make decisions in programs.
9. Students will use decision making structures to change the flow of programs.
 Trace the flow of program that uses decision making structures.
Write programs that use decision making structures.
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o Appreciate the history of gaming
o Identify major events in the history of video games
o Explain how historical context affects current video gaming trends
o Understand the theoretical underpinnings of video game and simulation design
o Describe and provide examples of types of game genres, including, but not limited to,
adventure, role-playing, real-time strategy, real-time tactical, action, first-person
shooter, puzzle, and sports
o Understand ethical, cultural, and social issues related to various game genres
o Apprehend the impact of rules in a game environment
o Explain elements of game-play
o Explain the effects of platform choice on video game-play
o Describe the requirements needed to create engaging game-play through the
establishment of story requirements
o Comprehend the impact of dramatic and deep story structure to video game
development
o Understand the importance of back-story to character design and its relation to the
overall organization of the video game
o Describe the role of Artificial Intelligence in video game design
o Understand the breadth of video game creation using certain types of technology
o Compare and contrast similar styles of works of art done in electronic media with
those done with materials traditionally used in the visual arts
o Understand the elements involved in the design process
o Identify differences among originality, inspiration, and creativity in design
o Explain elements included in pre-production, production, and post-production areas
o Identify copyright laws related to the creation of original works
o Document the theoretical design of a game concept by way of developing design
documents
o Develop flowcharts and top-view diagrams as a means of communicating the
arrangement of the game elements
o Understand the economics of the video game industry
o Demonstrate an understanding of the video game design industry
o Understand the application of gaming principles in the fields of simulation and
entertainment (e.g., special effects)
o Comprehend character development
Materials:
Internet Based Research
ZBrush Tutorials
The following supplemental and primary are used to facilitate this lesson:
Bates, Bob. Game Design. 2nd edition
Salen, Katie and Eric Zimmerman. Rules of Play
“First Person” Wardrip-Fruin and Harrigan
Birn, Jeremy. [digital] Lighting and Rendering
Ford, Michael and Lehman, Alan. Inspired 3D Character Setup.
Ahearn, Luke. 3D Game Art: f/x & Design.
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Kundert-Gibbs, Mastering Maya 8.5
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o This key assignment is for the advanced students in the class. Once determined who they
are they focus on the development of a 3D game. They are using ZBrush and Maya
exclusively and they need to learn MEL, an Object Oriented Programming language for
Maya.
Step 1: Students will complete ZBrush Tutorials. The students can watch the tutorials on
www.khswebtest.edu and then follow as the instructor guides them on the software.
There are projects throughout that need to be turned in to show comprehension of learned
skills.
Step 2: Students will design their game characters from the story plot they wrote earlier.
They are required to include all documentation with the design, storyboard and character
descriptors.
Step 3: Students do selected chapter work in Maya, they can do this either independently
or with peer groups. The chapters provide focused practice for students when subject is
complex and multistepped. Students follow each chapter by using reinforced learning by
building a project using the learned skills from the chapter.
Step 4: Students take skills learned on Maya to the next level and create background for
their games, rig their characters, and complete some animation for their 3D game.
Step 5: Students learn some MEL programming using tutorials from Maya so they can
work with timers, buffers, levels, and memory allocation for their games.
Step 6: Students are required to turn in team reports and project logs so they can account
for their independent time used. It is felt that this reinforces industry level expectations.
Assessment:
o Rubric to score strength of final project, completion of criteria and on creativity,
craftsmanship, presentation, composition, and originality.
16. Prepare a point-of-purchase display design advertising the final game concept and its
artwork.
Topic: Creating a Cover for Students’ Games
Content Standard:
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Objectives:
o Understand the theoretical underpinnings of video game and simulation design
Materials:
Internet Based Research
Bert Monroys’ Tutorials
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o Students are asked to brainstorm about game covers that have stood out to them and why
as part of the front load for the lesson. They are shown examples of covers and are asked
to analysis why they work or don’t work. Some questions to get the conversation going
are listed bellow:
o What is their purpose?
o How do they make you feel?
o Do they attract or detract from the story line of the game?
o Analyze and discuss the use of visual metaphors in works of art including their
own.
o Explore color theory and the creation of tonal palettes for works of art.
o Explore visual perception: reflected light, afterimage, the function of color
receptors, etc. and discuss how artists manipulate the elements of art based on
those concepts.
o Explore a complex compositional issue (e.g., dissonant elements brought together
in unity and symbolic representations juxtaposed for impact) to develop one’s
own unique style.
o The students follow the steps listed bellow for this portion of the lesson:
Step 1: Students are asked to create three different storyboards for their games. They
may do this in peer groups or work independently. The teacher will provide paper for
the storyboards along with drawing tools.
Step 2: Students exchange storyboards with other students or other groups and then
pick the best one for design implementation.
Step 3: Students take the selected storyboard design and create the mock up in
Photoshop. Finished mock ups are exchanged with peer groups or individuals and
students write critiques on the finished product. Student then makes any changes they
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feel are needed.
o Students are asked to provide justification and examples for all of their choices.
Assessment:
o Rubric to score strength of final project, completion of criteria and on creativity,
craftsmanship, presentation, composition, and originality.
17. Using Columbine as an example, the students will develop a presentation that
articulates how culture and personal beliefs can affect and be affected by video
games.
Topic: Theory, Trends, and Ethical Issues Surrounding Gaming in the Past, Present, and Future
Content Standard:
Objectives:
o Understand the theoretical underpinnings of video game and simulation design
o Appreciate the history of gaming
Materials:
o PowerPoint
o Discover Channel Documentary: The Rise of Video Games 5 parts
Activity/Project:
o Objectives of lesson and standards covered during lesson are identified and discussed
with class
o A Discover Channel Documentary and the teachers’ PowerPoint are shown over a serious
of days. This material identifies the history, trends, theories, and ethical issues
surrounding Gaming.
o Students identify and trace the development of the author’s argument, point of view,
or perspective in the Documentary and PowerPoint using their Cornell Notes taking
during the presentation. Points that need to be covered are the history and trends
identified and ethical issues covered.
o Students are grouped and asked to compare notes and discuss their findings, they are
asked to identity fact and opinion, cause and effect and form a critical consensus of
material covered in Documentary. One student from each group will share with the
class the consensus the group formed about the Documentary. The class will then
debate the group’s findings.
Assessment:
Student’s narrative analyses are presented to the class and are graded on performance and
specific instructional benchmarks tied to standards and identified before lesson began.
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C.1. Key Writing Assignments: Detailed description of Key Writing Assignments including
daily writing, summaries, reports, essays, etc.
More detail on the following writing assignments are in the above Key Assignment section.
Students are asked to write journals entries daily to summarize that day’s silent reading.
Students write two book reports critiquing and supporting their opinions of the books.
Students write MLA research papers on career choice in the industry.
Students write a game plot.
D. Instructional Methods and/or Strategies:
Lecture/ Modeling
Group Work
Reading
Research
Exploration and Discovery (Students are asked to take it beyond standard assignments)
Performance/ Presentation
Peer and Professional Critique
Scaffold class work assignments for reinforced learning skills (Textbook)
Project-based learning
Scaffold class work assignments for reinforced learning skills (Tutorials)
One-on-one tutoring
Peer tutoring
Homework
Written and Oral Reports
Data input and analysis
E. Assessment Methods and/or Tools:
Proficiency level completion of writing assignments and research
Problem solving Tasks
Individual and group projects
Production efficiency and speed
Portfolio Development
Analysis and Critiquing
Portfolio and Portfolio Critiquing
Demonstration of competency mastering
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