| (a) General requirements. This course is recommended
for students in Grades 9-12. Recommended prerequisite: Principles
of Art, Audio/Video Technology, and Communications. Students shall
be awarded one credit for successful completion of this course.
(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) Video Game Design will allow students to explore
one of the largest industries in the global marketplace and the new
emerging careers it provides in the field of technology. Students
will learn gaming, computerized gaming, evolution of gaming, artistic
aspects of perspective, design, animation, technical concepts of collision
theory, and programming logic. Students will participate in a simulation
of a real video game design team while developing technical proficiency
in constructing an original game design.
(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) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) identify and demonstrate positive work behaviors
and personal qualities needed to be employable;
(B) demonstrate skills related to seeking and applying
for employment;
(C) create a career portfolio to document information
such as work experiences, licenses, certifications, and work samples;
and
(D) demonstrate skills in evaluating and comparing
employment opportunities.
(2) The student applies academic knowledge and skills
in video game design projects. The student is expected to:
(A) apply English language arts knowledge by demonstrating
skills such as correct use of content, technical concepts, vocabulary,
grammar, punctuation, and terminology to write and edit a variety
of documents; and
(B) apply mathematics knowledge and skills such as
using whole numbers, decimals, fractions, and knowledge of arithmetic
operations.
(3) The student understands professional communications
strategies. The student is expected to:
(A) adapt language for audience, purpose, situation,
and intent;
(B) organize oral and written information;
(C) interpret and communicate information;
(D) apply active listening skills; and
(E) communicate with diverse individuals.
(4) The student understands and employs problem-solving
methods and conflict-management skills. The student is expected to:
(A) employ critical-thinking skills independently and
in groups; and
(B) employ interpersonal skills in groups to solve
problems.
(5) The student applies cyber safety procedures. The
student is expected to implement personal and professional safety
rules and regulations.
(6) The student applies leadership characteristics
to student leadership and professional development activities. The
student is expected to:
(A) demonstrate leadership skills; and
(B) participate in a group setting.
(7) The student applies ethical decision making and
understands and complies with laws regarding use of technology in
video game design. The student is expected to:
(A) exhibit ethical conduct related to interacting
with others such as maintaining client confidentiality and privacy
of sensitive content and providing proper credit for ideas;
(B) discuss and apply copyright laws;
(C) model respect of intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable
use policies; and
(E) analyze the impact of the video game design industry
on society.
(8) The student applies technical skills for efficiency.
The student is expected to employ planning and time-management skills
to complete work tasks.
(9) The student develops an understanding of video
game design. The student is expected to:
(A) demonstrate knowledge and appropriate use of computer
operating systems;
(B) demonstrate appropriate use of hardware components,
software programs, and storage devices;
(C) demonstrate knowledge of sound editing;
(D) demonstrate knowledge of file formats and cross-platform
compatibility;
(E) acquire and exchange information in a variety of
electronic file sharing formats; and
(F) evaluate visual information by recognizing the
use of principles and elements of design.
(10) The students employs an appropriate design process
to create and modify solutions to problems. The student is expected
to:
(A) combine graphics, images, and sound;
(B) apply principles of design;
(C) develop and reference technical documentation;
and
(D) edit products.
(11) The student researches the history and evolution
of video game design. The student is expected to:
(A) explain the history of video game design;
(B) describe how changing technology is affecting the
industry;
(C) analyze the use of symbols in video game design
of diverse cultures;
(D) compare current video game design technologies
with historical technologies;
(E) compare various styles of video game design; and
(F) explore emerging and innovative video game design
technologies and software.
(12) The student understands and applies video game
design principles, elements, and techniques. The student is expected
to:
(A) employ audience identification, script writing,
character design, storyboarding, and audio and delivery formats;
(B) describe and use motion paths, scripting, programming,
and interactivity;
(C) describe lighting and perspective; and
(D) describe and use production processes such as titles,
credits, and special effects.
(13) The student evaluates a product using critical-thinking
skills. The student is expected to evaluate products and product quality
against established criteria and rubrics.
(14) The student presents oral or written evaluations
of video game design projects. The student is expected to:
(A) identify the intended audience;
(B) describe aesthetics;
(C) explain the storyline;
(D) summarize subject matter; and
(E) discuss the use of sound.
(15) The student creates video game design projects.
The student is expected to use a variety of techniques and software
programs.
(16) The student differentiates current programming
languages. The student is expected to:
(A) discuss the use of computer programming languages
in other fields of study; and
(B) demonstrate knowledge of specific programming terminology
and concepts.
(17) The student applies problem-solving strategies.
The student is expected to apply design specifications, step-wise
refinement, or algorithm development.
(18) The student develops coding with correct and efficient
use of expressions. The student is expected to use user-defined functions;
proper operator precedence; and sequential, conditional, and repetitive
control structures.
(19) The students applies constructive criticism to
products. The student is expected to seek and respond to advice from
peers and professionals in delineating technological tasks.
(20) The student uses research skills and electronic
communication, with appropriate supervision, to create new knowledge.
The student is expected to:
(A) participate with electronic communities as a learner,
initiator, contributor, and teacher or mentor;
Cont'd... |
