Beginning Computer Programming 9th-12th Grade
CTE Description- 8140 Introduction to Games and Simulation
This course introduces students to the history, art, and science of game development and the unique differences between automated versus non-automated gaming. Students will be introduced to game and simulation analysis, design, documentation, and development tools.
Games Types: Game Analysis
- Paper Games: Dots and Boxes, Tic-Tack-Toe, Sudoku
- Board Games: Hopscotch, Monopoly, Chess
- Learning Games: Simulation games, Memory
- Games (arcade): Pac-Man, Galaga, Frogger, Space Invaders, Asteroids, Centipede, Tetris, etc.
- Games as a Service
- Game Design Theory and Practice
- 8 Game Development Mistakes to Avoid video 9:28
- Critical Friends: A Process Built on Reflection
- List of Free Computer Science Textbooks
- Teach an Adult to play a video game- Assignment 1-Printed Forms on Mrs. Honeycutt's Desk Learning to Play Videogames- MIT Writing Assignment
- Choosing the Game MIT READ
- Analyze a Video Game- Assignment 2 and 3
- Class Presentation
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Computer Programming is an introductory course in the creation of video games starting from game design and theory of games to development of a capstone Game Project. This course provides students with a solid foundational understanding and practical experience in game conceptualization, design, storyboarding, development methodologies, essential programming techniques, working with a team, hardware, graphics, and animation. Students will evaluate the impact of games from historical and societal perspectives, evaluate and apply the aesthetic choices used in creating video games, compare and analyze the e?ectiveness of existing games, as well as developing the problem solving skills needed for a career in Game/Simulation Designer, Game Programmer, and Game Software Developer.
Introduction to Game Design
In this introductory unit students will explore the historical and social implications of video games as well as look at the important game design concepts used to create modern games. Students will think critically about the design choices made in existing games, including evaluating the player motivation, game aesthetic, balance, mechanics and goals. Students will also explore the di?erent ways that games are made and prototyped, becoming familiar with di?erent genres, platforms, programming languages, and problem solving techniques used in modern game development. (Cross Curricular Visual Arts)
Analog Grame Creation-
Paper Roller Coaster
Key Assignment #1:
Modern Game Analysis: Students will evaluate an existing simple game to analyze the important choices made in the development process through writing a 2-3 page game analysis document. The document will include the student analysis and commentary on how those choices impacted the end-user. Topics for evaluation include: game background and setting, character motivation, historical context of game (what in?uenced it? how has it in?uenced others?), game mechanics, and balance. Students will demonstrate, through writing, their understanding of the key elements needed to thoughtfully produce an introductory game design for their capstone project.
A Theory of Fun for Game Design- Ralph Koster
This unit of study introduces the learners to the major elements of narrative for interactive environments. The focus is on the concepts of storytelling in relationship to game design. Learners will explore the fundamentals of narrative creation and the crucial importance of interactive storytelling. Learners will also use storyboards to create a visual sequence of story development and game play. (Cross Curricular English)
Key Assignment #2a:
Practice Storyboard: Storytelling Students will prepare a practice storyboard in preparation for their capstone storyboard by creating a storyboard for an example situation where a person is lost. Students will pick the setting, character, and character's back-story and motivation. Students will need to show through the storyboard how their character interacts with the surroundings, overcomes their problem, and progresses through the story. Sounds and special e?ects should be noted on the storyboard.
Key Assignment #2b-Following the storyboard, students will analyze a short animated ?lm (student's choice) to identify aspects of mood and feeling of the ?lm and the techniques that were used by the director of the ?lm.
Decision Making Math
This unit of study will review "integer division," "casting," dividing by zero, and special numbers in C#, like In?nity, NaN, the number e , and pi . Students look at over?ow and under?ow, and learn about incrementing and decrementing. Students are then introduced to the real work computers programs do; making decisions. Decisions based on meeting certain conditions in C# statements called an if statement. Students learn to write and use if statement, else statements, then we'll look at a variety of ways to compare two values. Students will then learn logical operators for more sophisticated conditions. (Cross Curricular Math)
Key Assignment #3:
"Decision Making Code": Creator Kit: RPG
Students will follow along with text to write and practice code for decision making, testing alternatives and creating statements that can be saved in a class library and used later for the capstone project. Coding will be focused on the decisions users will make and the alternate paths the game will take. Students will work in pairs to create code to solve similar complex algorithms, troubleshoot errors, modify code for new problems, and check calculations.
Introduction to Game Programming
The focus of this unit of study is to introduce learners to the concepts of system thinking. Learners will begin to understand the interdependent elements of game design. Learners will also recognize the need for game documentation requirements and explore concepts in scripting. In addition, learners will begin applying design aspects from earlier units to create their Capstone proposal. (Cross Curricular Computer Programming)
Roll-a-Ball-Unity game creator
Key Assignment #4:
Game Development Plan: Learners will utilize their storyboard to identify how di?erent aspects of their game ?t together to line up with the actions they have planned on their storyboard. Using ?owcharts, sequences, and events; the learner will align the di?erent actions that need to occur in the game with their planned storyboard. Sound, animations, dialogue, and game mechanics will need to be coordinated and planned to ?t with the original goal of the game proposal and storyboard. Students will apply a "critical friends" protocol to deliver constructive feedback to peers, and utilize this feedback to develop a presentation and pitch to be used as approval of their plan for the Capstone project.
Semester 1 Final
Game Animations and UI
Activities in this unit of study are designed to engage the learner, providing rich skill building opportunities in areas of game interface creation for Human Computer Interfaces and Graphical User Interfaces. Students will explore how users interact with media, and look at how careful design of the UX (User Experience) can support their game execution. In addition, students will learn how to, using similar techniques, animate simple models in their game, analyzing the basics of animation techniques to give life to their games. (Cross Curricular Visual Arts)
Key Assignment #5:
UI Journal: Introduction to User Experience: URF Academy Online
In your Game Developers Journal, describe how: purpose, engagement, interactivity, game management, and environment relate to graphical user interfaces. Create a listing of primary controls that should be included in a graphic user interface and de?ne the role and purpose of each type of control. In addition learners will analyze two existing User Interfaces and describe the choices the UX designers made, re?ecting on the purpose and e?ect of each. One of these UIs must be from a game, and another must be from a non-game (e.g. Mobile App, Computer Program, Embedded Device).
Lighting and Game Environment
Activities in this unit of study are designed to introduce e?ective use of cameras and lighting within game design. The focus will be on e?ective placement of lights and cameras to engage the learner in the game environment and create the atmosphere for the overall game experience. Perspective and lighting are also explored in other media to analyze the artist's intent as well as impact on the viewer. (Cross Curricular Arts and English)
Key Assignment #6:
Students will write 1-2 pages responding to the following prompts in their Game Developers Journal to help plan their Capstone project. Discuss your ideas for scene composition in your game. What type of atmosphere do you want to convey and what techniques will you use to accomplish this? What types of lighting do you anticipate needing for your game? Make notes on why you need these types of lighting. Discuss the perspective you want to use and explain why this is the right perspective for your design. Establish desired camera viewpoints and set up lights in the Capstone Project to achieve desired mood and atmosphere.
Sound and Audio
Activities in this unit of study are designed to explore the various applications of sound and music, including the design-side of selecting of appropriate choices to support their intended emotional impact on their audience, as well as the technical side of optimization of asset formats. A comparison of use of audio (Soundtracks and Sound E?ects) in movies as well as contemporary video games supports the understanding of the important impact that sound has on the aesthetic of art. A basic introduction to music theory vocabulary is included to support student formal understanding of the use of sound in media. In addition, an overview of di?erent styles of music and the production process of sampling sound e?ects allows for students to begin incorporating their own sounds into their game. (Cross Curricular Arts)
Key Assignment #7:
Game Developer Journal- Scene Analysis:
Students will select a short excerpt from a school appropriate movie (student's choice) to look at the sound design as it relates to conveying the main themes of the ?lm. Students will analyze this clip in a written commentary. How does the music and sound e?ects lead audience expectation? What actions may not be explicitly shown, but can be inferred by the use of sound in the ?lm? How is or isn't silence used? How is music theory used to support the emotional impact of the ?lm?
Activities in this unit of study are designed to allow students to create another player in the game to compete with. Students crate a Player class, which has a method called Make Move ( ) , that returns a direction to move. Then, using what students know about inheritance, they create a derived class called Human Player that handles its move making by checking what keys the user presses. (Cross Curricular Computer Programming)
Key Assignment #8:
Students will research and create code for a new player to be added to the game for the Capstone project. This New Player will react based on the moves selected by the player. Students will test, troubleshoot and implement a New Player that was not previously planned for. This New Player will cause students to need to revise to code previously written and work with peers to add to the complexity of the game. Students will journal and keep a log detailing this process daily for the duration of the unit. Code will be added to the class code list.
Semester 2 Final- June 2020
Concurrent with other units of study, students will be working on a Capstone project to support their hands-onlearning in the course.
The purpose of the Capstone Project is to gain experience in taking an original game through the entire process: from concept to completion. Each learner will work on their Capstone Project through-out the year, culminating in a complete game design. As the course progresses through the units of study, learners will begin to create the elements that will grow into their Capstone Project. Collaborative skills, communication skills (in presenting the project to audiences as well as working with team-mates) and problem solving skills are nurtured through the use of the capstone project. (Cross Curricular Computer Programming and Visual Arts)
Key Assignment #9:
Capstone project as discussed above. A game prototype wrapping together the important units of study throughout the course. Students will apply concepts learned to present the game to the class along with an analysis of the struggles and triumphs of the design process. Students will accept comments and recommendations from peers, and be prepared to make adjustments to the code in future classes.