Learning Two Languages
While students are learning in your course, they will be learning two distinct but related languages.
- One is the language of game analysis, which will begin with analysis of individual games and build into understanding institutional, sociological, historical, and theoretical topics related to game design.
- THIS GAME IS IMPORTANT (TO ME) BECAUSE . . .
- One is game design language itself and particularly those skills needed by the programmer, level designer, animator, artist, producer, sound designer.
- LOOK AT WHAT IS IMPORTANT (TO ME) . . .
Overview of Class Components
- Most productions will be in teams with students taking on various production roles
|Unit 0: Career Essentials||30||Unit 9: Constructs of Game Design||20|
|Unit 1: Introduction to Game Design||10||Unit 10: Principles of Cameras and Lighting in Game Environments||20|
|Unit 2: Critical Thinking in Game Design||10||Unit 11: Principles of Sound and Audio for Gamers||20|
|Unit 3: Game Design Theory||10||Unit 12: Strategic Game Development Techniques and Concepts||25|
|Unit 4: Story and Game Creation||15||Unit 13: Principles of Quality & Functionality Assurance in Game Development||10|
|Unit 5: System Dynamics and Scripting Fundamentals||20||Unit 14: Principles of Versioning and Game Release||10|
|Unit 6: Game Development Tools, Functions, and Properties||15||Unit 15: Pre-production||30|
|Unit 7: Interfaces, Environments, Asset Management, and Animation||25||Unit 16: Production||60|
|Unit 8: Physics and the Build Process||20||Unit 17: Post-production||10|
- Length of class: 2 years
- Occupational Ed Elective Credit: 9, 10, 11, and 12
- A course that focuses on the software, hardware, and mathematical tools used to represent, display, and manipulate topological, two and three-dimensional objects on a video screen and prepares individuals to function as computer graphics/video game development specialists. Includes instruction in graphics software and systems; computer programming; digital multimedia; graphic design, video game design and development; graphics devices, processors, and standards; attributes and transformations; projections; surface identification and rendering; color theory; algebra; geometry; trigonometry and introduction to various mathematical concepts related to interactive computer and computer graphic-based applications.
- Curriculum Framework – May 2015
- Resource Guide – May 2015
- Professional Skill Standards for Interactive Application & Video Game Creation – May 2015
- The Unity Curricular Framework is designed and built upon the Unity Professional Standards for Interactive Application and Video Game Creation. As a result, the Curricular Framework is closely aligned to several contemporary and prominent standards initiatives today, including:
- Unity Professional Standards for Interactive Application & Video Game Creation
The Power of Project Based Learning
- This course is based on project-based learning or PBL, an educational model demonstrated to help students develop 21st skills.
Screencasts – Assistance in Self-Directed Learning
- Screencast videos are recorded of many lessons to support learning and are available on the web site for viewing anytime at school or at home
- Instructional Formatting (How to read Mr. Le Duc’s directions)
- Projects and Daily Work
- Final and Portfolio Tools
- These tools are used throughout the year
- Final Requirements
|Level||Letter||Skyward High %||Skyward Low %||Descriptor|
|4||A||100.00%||92.50%||Advanced. Consistently exceeds proficient level of standard(s).|
|3.5||A-||92.49%||86.67%||Proficient but partial success at advanced level.|
|3||B||80.83%||75.00%||Proficient. Consistently (usually) meets standard(s).|
|2.5||B-||74.99%||66.67%||Basic but partial success at proficient level.|
|2||C||58.33%||50.00%||Basic. Inconsistently (occasionally) meets standard(s).|
Grade Scoring Table
Self Authored Projects
- Technical and creative media skills are developed through project work, working toward mastery
- Projects are composed of a plan and a product
- Each project is about two weeks in length
- Students produce projects throughout the term
- Students present the product the last day of the project cycle
Skills Development Projects
- Skills development is embedded into each project with emphasis on 21st Century world of work core skills
- Students will receive a daily grade for being on task with the daily work. Credit will be reduced for any conduct not contributing to an academic atmosphere. Credit will not be granted if the student is absent, but the points can be made up upon return. Please refer to the online class schedule for missing work and consult with the teacher for make-up work.
- Students will publish blog entry detailing their work for projects
- Included in the entry will be a paragraph highlighting what was done and learned
- A screenshot showing an example of the work and progress will be included
- Sample Student Evaluation
- Students will maintain a journal
- The journal details what was done and learned
- Sample journal entry
- Students will contribute to the learning community in some meaningful way
- Student-lead leadership project will be developed between 1st and 2nd semester
- This project is aligned with CTE standards