Competency 1: Set an environment for working with design visualization software, and create objects using basic geometry. (DOK1) VGD.31
Suggested Enduring Understandings
1. Students should learn how to create objects using geometry, object selection, and object organization.
2. Students will understand the importance of transforming objects to fit the desired gaming environment.
Suggested Essential Questions
1. What are the basic concepts of object creation and manipulation?
2. What are setup preferences, and how should they be managed?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment
Strategies a. Discuss the basic
concepts of object creation and manipulation using basic geometry. (DOK1)
a. Explain the concepts associated with object creation and manipulation using geometry. CS7, M5,
M6, M7, T4, T6
Students will identify the basic concepts of object creation and manipulation within the user interface.
a. Teacher observation for accuracy
b. Discuss the options for setting preferences and tool options in the user interface in relation to artists and designers.
(DOK1)
b. Explain how the options for setting preference and tool options in the user interface benefit the artists and designers. CS8, CS9, CS10, CS11, CS12, T6
Students will identify the Initial Settings dialog box and user interface schemes on the user interface. Students will open a created scene and set individual preferences and tool options and explain how they change or enhance the user interface and the scene.
b. Participation Rubric
c. Use simple geometry and pivot points in relation to design visualization software.
(DOK2)
c. Explain how to use simple geometry and pivot points. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will demonstrate simple geometry creation and pivot points in relation to pivot point orientation and construction planes.
Students will create cylinders in the top, front, and left viewports and explain how each object is transformed using pivot point orientation and construction planes. Students will use the screenshot option to paste into a Word document and then submit for a grade.
c. Cylinder Checklist
d. Manipulate dialog boxes, controls, and keyboard shortcuts.
(DOK2)
d. Discuss the manipulation of objects and models through the perspective viewport, click and drag features, and the steering wheel. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, E1, E2, W1, W2, W3, W4, T6
d. Object Checklist Journal Rubric
93
Students will manipulate objects and models in the perspective viewport and use the click and drag features and the steering wheel by opening a created scene and manipulating the dialog boxes, controls, and keyboard shortcuts.
Students will take a screenshot of the new version, paste it into a Word document, and then submit it for a grade.
Students will create a reflective journal article that will explain the user interface manipulation, object creation, preferences, tool options, and pivot points. The article will include a review of the steps that were taken and how the objects and/or scenes were changed.
e. Transform objects using the basic transform commands. (DOK2)
e. Discuss basic transform commands and gizmos available in the visualization application software. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will demonstrate the use of transform tools including the following by creating a simple transform in a created scene:
• Move
• Move transform gizmo
• Move transform type-in
• Rotate
• Rotate transform gizmo
• Rotate transform type-in
• Scale
• Scale transform gizmo
• Scale transform type-in
• Coordinate systems
• Snaps
Students will take before and after screenshots and compare the two, listing the changes in the viewport.
e. Peer Evaluation Rubric
f. Demonstrate the use of
align tools. (DOK2) f. Discuss the use of align tools. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will demonstrate the use of the align tools by ordering the layout of pictures based on the following:
• Align XYZ position
• Align orientation
• Quick align
Students will print out the final picture layout and then submit for a grade.
f. Align Tools Checklist
g. Demonstrate the making of duplicate objects (cloning).
g. Discuss the process of making duplicate objects using the following:
• Cloning
g. Duplicate Object Checklist
94
(DOK2) • Copy
• Instance
• Reference
• Make unique
Students will add legs to a chair and make adjustments to the backrest by using the cloning technique. Students will print the final object and then submit for a grade.
h. Demonstrate object modification by manipulating basic controls in the stack.
(DOK2)
h. Discuss the basic concepts of the modifier stack and how a series of changes takes place in design visualization software. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will demonstrate the use of the modifier stack by creating primitive objects and changing the parameters of each. Modifier examples include the following:
• Bend
• FFD (Free Form Deformation)
• Normal
Students will take screenshots of each object before and after the manipulation. Students will paste the screenshots into a Word document and then submit for a grade.
h. Object Modification Checklist
i. Demonstrate collapsing
the stack. (DOK2) i. Discuss the base object types and how they relate to collapsing the stack. Emphasize that collapsing the stack should only be done when no more modifications are to be done. Terms include the following: CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will demonstrate collapsing the stack to simplify an object. Students will create the primitive objects, modify the parameters, and collapse the stack making it a base object type.
Have students explain that collapsing the stack removes the ability to control the object through its base and modifiers’ parameters.
i. Teacher observation Collapsing Object Checklist
95
Competency 2: Design, create, and analyze the visual component of games. (DOK2) VGD.26, VGD.31
Suggested Enduring Understandings
1. Students should learn how to create more complex 3-D geometrical objects and splines with modifiers.
2. Students will understand the role of Boolean
operations and why they are so important to the game design process.
Suggested Essential Questions
1. What are the basic tools specific to the Architecture, Engineering, and
Construction (AEC) industry in design visualization software?
2. What are Boolean operations, and why are they important in design
visualization software?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment
Strategies a. Demonstrate the use of
basic AES tools in relation to design visualization software.
(DOK1)
a. Discuss and demonstrate basic concepts of object creation and manipulation within the user interface. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Working in groups, students will use the Object Creation Checklist to identify the basic object creation and manipulation tools within the user interface.
a. Group Participation Rubric
Object Creation Checklist
b. Distinguish between the basic elements of a shape through
modeling. (DOK1)
b. Discuss basic shape creation through modeling, and explain the editing process to include segment editing, vertex editing, fillet and chamfer, and lofts. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will create a profile of a bottle and use the lathe modifier.
b. Modeling Checklist
c. Discuss Boolean
operations. (DOK1) c. Explain Boolean operations and why they are important in design visualization software. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will identify Boolean operations to include subtraction, intersection, union, and merge by changing an object’s volume, finding the common area to two objects and merging them, creating a union of two objects, and merging common edges and faces.
Students will print the final version of the objects.
c. Boolean Checklist
d. Demonstrate geometry concepts through Boolean and pro-Boolean operations in design visualization software. (DOK2)
d. Review geometry using design visualization software, and discuss all the creative possibilities in object creation, object transformation, object modification, and modeling. CS8, CS9, CS10, CS11, CS12, M5, M6, M7, T6
Students will identify pro-Boolean operations to include operands that modify and edit shapes and splines.
Students will create the shell of a building using
d. Geometry Concepts Rubric
96 Boolean and pro-Boolean tools.
Students will print the final version of the gasoline station.
97
Standards
IGDA Industry Standards VGD.26 Basic Visual Design VGD.31 Visual Asset Generation 21st Century Learning Standards
CS7 Critical Thinking and Problem Solving CS8 Communication and Collaboration CS9 Information Literacy
CS10 Media Literacy CS11 ICT Literacy
CS12 Flexibility and Adaptability
National Educational Technology Standards for Students T4 Critical Thinking, Problem Solving, and Decision Making T6 Technology Operations and Concepts
ACT College Readiness Standards
E1 Topic Development in Terms of Purpose and Focus E2 Organization, Unity, and Coherence
M5 Graphical Representations M6 Properties of Plane Figures M7 Measurement
W1 Expressing Judgments W2 Focusing on the Topic W3 Developing a Position W4 Organizing Ideas
98
References
Hight, J., & Novak, J. (2008). Game development essentials: Game project management. Clifton Park, NY:
Thomson/Delmar Learning.
99
Suggested Rubrics and Checklists
100