| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. Recommended prerequisite:
Web Design. This course is recommended for students in Grades 11 and
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 Arts, Audio/Video Technology, and Communications
Career Cluster focuses on careers in designing, producing, exhibiting,
performing, writing, and publishing multimedia content including visual
and performing arts and design, journalism, and entertainment services.
(3) Web Game Development will allow students to demonstrate
creative thinking, develop innovative strategies, and use digital
and communication tools necessary to develop fully functional online
games. Web Game Development has career applications for many aspects
of the game industry, including programming, art principles, graphics,
web design, storyboarding and scripting, and business and marketing.
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 demonstrates
creative thinking, constructs knowledge, and develops innovative products
and processes using technology. The student is expected to:
(A) research, evaluate, and demonstrate appropriate
design of a web-based gaming site;
(B) illustrate ideas for web artwork from direct observations,
experiences, and imagination;
(C) create original designs for web applications; and
(D) demonstrate the effective use of art media to create
original web designs.
(2) Communication and collaboration. The student uses
digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute
to the learning experience of others. The student is expected to:
(A) understand and evaluate the use and appropriateness
of webinars;
(B) examine, discuss, and summarize interactive online
learning environments;
(C) distinguish between distance learning, virtual
learning, and online learning;
(D) define and evaluate Voice over Internet Protocol
(VoIP);
(E) identify and apply end-user, peer, self-, and professional
evaluations; and
(F) work collaboratively to create functioning programs
and gaming products.
(3) Research and information fluency. The student applies
digital tools to gather, evaluate, and use information. The student
is expected to:
(A) research, evaluate, and create web forms for database
processing;
(B) identify the various programming languages and
differentiate among the available web programming languages;
(C) research, evaluate, and summarize content management
systems (CMS);
(D) differentiate between Common Gateway Interface
(CGI) and computer-generated imagery (CGI);
(E) discuss, analyze, and summarize streaming media/content
and game broadcasting;
(F) define and evaluate instant messaging (IM) within
a game environment;
(G) analyze and discuss the history of gaming;
(H) discuss, analyze, compare, and contrast game types
such as action, action-adventure, adventure, construction and management
simulation, life simulation, massively multiplayer online role-playing
(MMORPG), music, party, puzzle, role-playing, sports, strategy, trivia,
and vehicle simulation;
(I) discuss, analyze, compare, and contrast gaming
hardware, including console, personal computer, mobile, and web;
(J) compare and contrast web standards versus browser-specific
languages;
(K) research, evaluate, and summarize e-commerce;
(L) investigate career opportunities in programming,
gaming, art, design, business, and marketing;
(M) research the characteristics of existing gaming
websites to determine local, state, national, and global trends;
(N) compare and contrast historical and contemporary
styles of art as applied to website development;
(O) compare and contrast the use of the art elements
of color, texture, form, line, space, and value and the art principles
of emphasis, pattern, rhythm, balance, proportion, and unity in personal
web game artwork and the web game artwork of others, using vocabulary
accurately;
(P) describe general characteristics in artwork from
a variety of cultures that influence web game design;
(Q) research and evaluate emerging technologies; and
(R) research and evaluate augmented reality (the supplementing
of reality with computer-generated imagery) such as heads-up display
and virtual digital projectors.
(4) Critical thinking, problem solving, and decision
making. The student uses critical-thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources. The student is expected
to:
(A) select an appropriate web programming language
based on given criteria;
(B) develop requirements for a database and determine
the appropriate means to insert, delete, and modify records;
(C) develop Structured Query Language (SQL) statements
to retrieve, insert, modify, and delete records in a database;
(D) design and create a flow diagram to plan a database,
program, and game;
(E) define and identify proper use of gaming graphics,
including skins, textures, environment appearance, environment mapping,
raster graphics, and vector graphics;
(F) plan an animation that includes the movement of
characters, camera movements, camera angles, user point of view, mechanics
of motion, backgrounds, settings, ambient objects, and environments;
(G) compare and contrast two-dimensional (2-D) and
three-dimensional (3-D) animation;
(H) develop and create a gaming storyboard and script
that shows the overall development of a storyline;
(I) identify and implement graphic and game design
elements, including color, environment, time to completion, difficulty,
story complexity, character development, device control, backstory,
delivery, and online player(s);
(J) design and create decision trees for a game's artificial
intelligence engine;
(K) compare and contrast available audio formats for
optimal delivery;
(L) identify the similarities and differences among
platforms, including the application of coding on a personal computer,
mobile device, and gaming console;
(M) research and identify existing online game development
tools;
(N) evaluate and determine network requirements for
the delivery of online games to end users; and
(O) create visual solutions by elaborating on direct
observation, experiences, and imagination as they apply to original
web design.
(5) Digital citizenship. The student understands human,
cultural, and societal issues related to technology and practices
legal and ethical behavior. The student is expected to:
(A) explain game ratings and why games fit into certain
ratings;
(B) assess games and game ratings in terms of their
impact on societal interactions;
(C) model the ethical and legal acquisition of digital
information following copyright laws, fair-use guidelines, and the
student code of conduct;
(D) define and practice the ethical and legal acquisition,
sharing, and use of files taking into consideration their primary
ownership and copyright;
(E) examine original web game artwork to comply with
appropriate behavioral, communication, and privacy guidelines, including
ethics, online bullying and harassment, personal security, appropriate
audience language, ethical use of files/file sharing, technical documentation,
and online communities;
(F) interpret, evaluate, and justify artistic decisions
in the creation of original art for web game design; and
Cont'd... |
