Competency 1: Develop an understanding of the principles and history of visual asset generation. (DOK1) VGD.30,
VGD.31
Suggested Enduring Understandings
1. Students should learn the principles and history of character development and animation.
2. In order to develop sound characters for a game, students must understand the role of the character, how that character develops throughout the game, and how a character’s visual presence aids in defining the character.
Suggested Essential Questions
1. What are the key developments in the history of animation?
2. How is game animation different from other entertainment media?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment
Strategies a. Discuss the
developments in the history of game design and animation. (DOK1)
a. Identify the developments to include the following terminology: CS7, CS9, R4, T3, T6
• Animation
• Thaumatrope
• Player characters
• NPC’s non-player characters
• Character types
• Transformational
• Exaggerated
• Realistic
• Co-protagonist
• Character triangle
• Character arc
• Intrapersonal
• Interpersonal
• Team
• Community
• Humanity
• POV
Students will define the terms.
a. Written test to assess knowledge of terms
b. Discuss character types b. Describe each character type and archetype. CS8, b. Presentation Rubric
108 and archetypes in
relationship to
character development.
(DOK1)
CS9, CS10, CS11, T2, T3, T6
In a PowerPoint presentation, students will list the five common character types and give an example of each. In addition, students will create a list of the Jungian archetypes and the other classic character types while giving an example of each.
c. Describe ways that characters develop throughout the course of playing a game.
(DOK1)
c. Discuss the aspects of character development in relationship to the story structure. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Discuss character triangle and character arc, and ask students to write a two-page report
explaining character triangle and character arc as character development elements. W2, W4, W5
Students will choose three characters from a game and discuss the character’s type and significance in the playing of the game. They will discuss what they like and do not like about the character.
c. Report Rubric Participation Rubric
d. Discuss character identity through names and verbal and visual character development.
(DOK1)
d. Discuss how a character’s role in a game is in direct correlation with the character’s name and visual/physical characteristics.Students will create a customized character based on
themselves and describe the character based on the following: CS6, CS8, CS9, CS10, CS11, W4, W5, T2, T3, T6
1. Name
2. Type (class, archetype, etc.) 3. Personality characteristics 4. Physical characteristics 5. Action/Movement 6. Skill
7. Verbal characteristics 8. Historical background
9. Relevance to a game story synopsis
d. Character Rubric
e. Discuss the differences in characters from different media. (DOK1)
e. Discuss how film characters have changed over the course of history and how characters in film differ from characters in games. CS6, CS8, CS9, CS10, T2, T3, T6
Students will research and create a time line comparing the changes in film characters and game characters.
e. Time line Rubric
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Competency 2: Examine the process of developing visual assets. (DOK1) VGD.30, VGD.31
Suggested Enduring Understandings
1. It is important for students to learn how to develop game characters utilizing software animation.
2. Understanding the importance of the hierarchy of animation is vital to a visually appealing game.
Suggested Essential Questions
1. What is the significance of time in animation?
2. What is animation hierarchy?
3. How do visual features reflect the character’s personality?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Discuss the importance of
time in animation. (DOK1) a. Discuss time in relation to animation, and compare frames per second in game design to film and video. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will manipulate the keyframe in the design visualization software.
Students will set keys and key attributes at different times in order to produce different motion(s).
a. Teacher observation
b. Describe the process of animation and animation techniques. (DOK1)
b. Discuss keyframing, auto keys, track view, timing, and path animation. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will attach objects to a path and assign a follow application.
b. Peer Evaluation Rubric
c. Describe the characteristics
of reactive animation. (DOK1) c. Discuss the process of cause and effect in relation to reactive animation. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will give examples of cause-and-effect situations. The students will set keys that will allow the action of one object to
“drive” the action of another object.
c. Animation Rubric
d. Describe animation curves, path constraints, and alternative pivot points and how to edit them. (DOK1)
d. Discuss the graph/curve editor and curve tangents in the design visualization software.
CS6, CS8, CS9, CS10, CS11, M5, T2, T3, T6
Students will create bouncing animation using transforms, ghosting, and the curve editor.
Students will create looping and animate an object.
Students will animate a spacefighter to fly along a path using path constraints and blended paths.
Students will animate Mars and its moons by altering pivot points, and they will animate opacity mapped plane objects.
d. Teacher observation Animation Rubric
110
Students will manage animated components of a model using list controllers, define controller behavior, and automate the assignment of list controllers.
e. Describe hierarchical
animation. (DOK1) e. Discuss the building of a hierarchy in
animation by using the parenting or grouping method. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will create and control virtual skeletons, which will drive the motion of the characters.
Students will animate bipeds with freeform and footstep animations, add spring and jumps, and add stop and start motions.
Students will combine animation clips and use motion flow to create an animation sequence.
Students will link different objects’ biped limbs to objects.
Students will customize a biped structure, pose the biped to fit a mesh, adjust vertex assignments and envelope parameters, and fine-tune shapes and sizes of envelopes.
Students will simulate hand movement, lifting and pushing objects, and work with props.
e. Teacher observation
Animation Rubric
111
Standards
IGDA Standards VGD.30 Motion Graphics VGD.31 Visual Asset Generation 21st Century Learning Standards CS6 Creativity and Innovation
CS7 Critical Thinking and Problem Solving CS8 Communication and Collaboration CS9 Information Literacy
CS10 Media Literacy CS11 ICT Literacy
National Educational Technology Standards for Students T2 Communication and Collaboration
T3 Research and Information Fluency T6 Technology Operations and Concepts ACT College Readiness Standards
R4 Meaning of Words M5 Graphical Representations W2 Focusing on the Topic W4 Organizing Ideas W5 Using Language
112
References
Hight, J., & Novak, J. (2008). Game development essentials: Game project management. Clifton Park, NY:
Thomson/Delmar Learning.
Marks, A., & Novak, J. (2009). Game development essentials: Game audio development. Delmar/Cengage Learning.
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Suggested Rubrics and Checklists
114