(a) General requirements. Students shall be awarded
one credit for successful completion of this course. Prerequisite:
Algebra I. This course is recommended for students in Grades 9-12.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Science, Technology, Engineering, and Mathematics
(STEM) Career Cluster focuses on planning, managing, and providing
scientific research and professional and technical services, including
laboratory and testing services, and research and development services.
(3) Game Programming and Design will foster student
creativity and innovation by presenting students with opportunities
to design, implement, and present meaningful programs through a variety
of media. Students will collaborate with one another, their instructor,
and various electronic communities to solve gaming problems. Through
data analysis, students will include the identification of task requirements,
plan search strategies, and use programming concepts to access, analyze,
and evaluate information needed to design games. By acquiring programming
knowledge and skills that support the work of individuals and groups
in solving problems, students will select the technology appropriate
for the task, synthesize knowledge, create solutions, and evaluate
the results. Students will learn digital citizenship by researching
current laws and regulations and by practicing integrity and respect.
Students will create a computer game that is presented to an evaluation
panel. The six strands include creativity and innovation; communication
and collaboration; research and information fluency; critical thinking;
problem solving, and decision making; digital citizenship; and technology
operations and concepts.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Creativity and innovation. The student develops
products and generates new understanding by extending existing knowledge.
The student is expected to:
(A) understand the basic game design elements, including
conceptual ideas, storyline, visualization, storyboard, game effects,
sound elements, game play, game controls, and player tutorial;
(B) create a design concept document;
(C) create a storyboard;
(D) demonstrate an understanding of the fundamentals
of game art, including the look and feel, graphics coordinate system,
basics of color, and color palettes;
(E) use bitmap graphics images, including designing,
creating, reading, and manipulating images;
(F) create backgrounds, including solid, image, and
tiled backgrounds;
(G) write programs creating images using geometric
shapes;
(H) create games using sprites by evaluating the role
of sprites, creating sprites, and managing sprites;
(I) create programs using sprite sheets;
(J) demonstrate an understanding of image rendering,
including transparency, refresh rate, hardware acceleration, and animation;
(K) find, create, and edit game audio sound effects
and music; and
(L) implement game sound mechanics, including playing,
pausing, and looping.
(2) Communication and collaboration. The student communicates
and collaborates with peers to contribute to his or her own learning
and the learning of others. The student is expected to:
(A) design and implement procedures to set timelines
for, track the progress of, and evaluate a game product;
(B) seek and respond to input from peers and professionals
in evaluating a game project;
(C) demonstrate knowledge and appropriate use of operating
systems, program development tools, and networking resources;
(D) use network resources to acquire, organize, maintain,
and evaluate information;
(E) collaborate to research the business of games,
including the roles of developer, marketing, publisher, and retail
sales; and
(F) demonstrate an understanding of and evaluate online
technology, including online interaction and massive multiplayer games.
(3) Research and information fluency. The student locates,
analyzes, processes, and organizes data. The student is expected to:
(A) play board games to research and collect game play
data;
(B) evaluate, analyze, and document game styles and
playability; and
(C) research the dramatic elements in games, including
kinds of fun, player types, and nonlinear storytelling.
(4) Critical thinking, problem solving, and decision
making. The student uses appropriate strategies to analyze problems
and design algorithms. The student is expected to:
(A) demonstrate an understanding of the game design
process, including generating ideas, brainstorming, and paper prototyping;
(B) write programs using variables of different data
types;
(C) evaluate game rules and instructions;
(D) demonstrate an understanding of the user experience
by comparing rules and game-play patterns;
(E) write game rules and instructions;
(F) develop game software;
(G) write computer game code, resolve game defects,
and revise existing game code; and
(H) test a finished game product by implementing sound
testing techniques.
(5) Digital citizenship. The student explores and understands
safety, legal, cultural, and societal issues relating to the use of
technology and information. The student is expected to:
(A) explore intellectual property, privacy, sharing
of information, copyright laws, and software licensing agreements;
(B) model ethical acquisition and use of digital information;
(C) demonstrate proper digital etiquette when using
networks, responsible use of software, and knowledge of acceptable
use policies;
(D) model respect of intellectual property, including
manipulating graphics, morphing graphics, editing graphics, and editing
sound;
(E) discuss and evaluate the social issues surrounding
gaming; and
(F) evaluate the cultural aspects of game design fundamentals,
including rationale for games and types of games.
(6) Technology operations and concepts. The student
understands technology concepts, systems, and operations as they apply
to game programming. The student is expected to:
(A) identify basic game components, including the game
engine, game play subsystems, data structures, models, and interfaces;
(B) generate random numbers in a program;
(C) create a program implementing conditional statements;
(D) develop an appropriate data model;
(E) demonstrate an understanding of and apply object-oriented
game programming;
(F) demonstrate an understanding of game programming
essentials, including event-driven programming, communicating with
messages, and device management;
(G) demonstrate an understanding of the role of game
events, the animation loop, and game timing;
(H) demonstrate an understanding of the role of game
engines;
(I) demonstrate an understanding of video display flicker
and double buffering;
(J) apply basic game screen design and layout, including
visual controls, user interfaces, menus, and options;
(K) use game control design to understand, access,
and control input devices, including keyboard, mouse, and joystick;
(L) demonstrate an understanding of and apply game
animation, including the principles of animation and frame-based animation;
(M) demonstrate an understanding of decision making
and types of decisions;
(N) demonstrate an understanding of game events, including
listeners, triggers, and timed events;
(O) demonstrate an understanding of and implement collision
detection, including bounding boxes and sprite collisions;
(P) implement a tile-based game, including loading
tile maps, drawing tile maps, rendering a tile map, and layering sprites;
(Q) demonstrate an understanding of artificial intelligence
and develop and implement artificial intelligence;
(R) demonstrate an understanding of game balance and
tuning; and
(S) demonstrate an understanding of player progression,
including leveling, linear progression, and maintaining high score
data.
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