Career Exploration Module DAY FIVE

Career Exploration Module – DAY FIVE

- Identify and explore a career opportunity within the Arts, AV Technology, and Communications Cluster

 Video Game Designers Materials/Equipment/Handouts Needed

- Computers with Internet access - Assignment: “Playing the Game” - Rubric (if needed)

- Paper (Extension activity) - Pencils (Extension activity)

References:

1. Habgood, J. (2007). The Game Maker's Apprentice: Game Development for Beginners (1st ed.). New York City, NY: Apress. 2. Harbour, J. S. (2014). Video Game Programming for Kids (2nd ed.).

Boston, MA: Cengage Learning PTR. Introduction/Engage

- Ask students if they have ever enjoyed playing video games; solicit responses about which particular games are their favorites and why - Explain that today, students will learn about another AAVTC career:

 Video Game Designers Activities

- Assignment: “Playing the Game”

- Extension activity: “Taking It to the Next Level”

- Review vocabulary terms and definitions relevant to today’s lesson, such as programming

- Distribute and review corresponding rubric (if needed) Lesson Closure

- Debrief by discussing students’ experiences in creating their own basic video games. How did the experience match their expectations about what it might be like to design a video game? Or not?

- Review the ten AAVTC careers introduced so far and have students place each one within the correct pathway (AV Technology, Visual

Assessment

- Verbal responses to questions - Participation during lesson

- Assess student participation during activity by using the “Playing the Game” Rubric

Extension

- “Taking It to the Next Level” Activity: Instruct students to write a short paragraph explaining specifically how they would improve the basic game they created. (For example: more obstacles or more difficult obstacles for the game character, more treasures or “goodies” to gather, more possible pathways to travel, etc.)

Accommodations for Learning Differences - Accommodations Manual

- Guidelines and Procedures for Adapting Instructional Materials - Sample Curriculum Customizations for Learning Differences - Lesson Plan/Curriculum Modification Checklist

- Instructor Format for Curriculum Customization for Learning Differences

“Playing the Game”

Materials needed:

- Computers with Internet access

- Basic video game design websites (there are several free ones available). Example: http://www.compilgames.net or http://urustar.net/blog/6-game-development-tools-for-beginners/

- “Playing the Game” Rubric (if desired)

- If possible, have a variety of books about video game design available (See references below)

References:

1. Habgood, J. (2007). The Game Maker's Apprentice: Game Development for Beginners

(1st ed.). New York City, NY: Apress.

2. Harbour, J. S. (2014). Video Game Programming for Kids (2nd ed.). Boston, MA: Cengage Learning PTR. TEKS: §127.4.(c)(1)(A) §127.4.(c)(2)(A)(B)(E) Approximate time: 45 minutes Directions:

1. After discussing their favorite video games, ask students if they’ve ever wondered exactly how those games were made. Tell the students that the popular, marketable video

games they are familiar with actually took millions of dollars and hundreds of people to create! Explain that the primary work of a Video Game Designer is to devise missions, challenges, and puzzles for game players to navigate, as well as to ensure the game is a good experience for each player (not too easy but not too difficult, etc.).

2. Tell the students that they are going to get to design a basic video game in class using free (online) game creating software. (Of course, their games will be more simple and not as grand as what they’re used to playing on their systems at home, but it will also give them an appreciation for the work that goes into making each one.)

game-5. Allow enough time for the students to share their game with the class and explain briefly how they created it. Try to also allow time for students to try to play each other’s games. 6. If desired, use the attached rubric to assess students’ completed video games.

Name: ________________________ Date: _________

“Playing the Game” Rubric

CATEGORY 33-25 24-18 17-10 9-1

Time management Uses time well

throughout the activity to make sure things get done on time

Usually uses time well throughout the project, but may have some off-task behaviors that they have to redirect

Team members tend to procrastinate, or become off-task, but the team still manages to complete the activity

Team does not complete the activity on time due to procrastination or off-task behavior

Focus on the task Consistently stays focused on the task and what needs to be done; very self-directed

Focuses on the task and what needs to be done most of the time; little redirection needed.

Focuses on the task and what needs to be done some of the time; often needs to be redirected

Rarely focuses on the task and what needs to be done; allows others do the work

Completion Completed an excellent

video game design independently

Completed a good video game design

Completed a simple video game design with assistance

Was not able to create a simple video game design